PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

A STUDY ON THE USE OF ARTICLES IN STUDENTS’ WRITTEN PROJECTS OF CRITICAL READING AND WRITING I CLASS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Vinencia Lefrianita Cendana Sari Student Number: 101214046

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2015


A STUDY ON THE USE OF ARTICLES IN STUDENTS’ WRITTEN PROJECTS OF CRITICAL READING AND WRITING I CLASS A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Vinencia Lefrianita Cendana Sari Student Number: 101214046

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2015

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ASarjana pendidikan Thesis on

A STUI}Y ON I'HE USE OF'ARTICLES IN STUDENTS'WRITTEN PROJI,CTS OF' CRITICAL READING AND WRITING I CLASS

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A Sarjun* Pendidikan Thesis on

A STUI}Y ON THE USE OF ARTICLES IN STUDENTS'WRITTE1Y PROJECTS OF CRITICAL READIT{G AND WRITI}{G I CLASS

By Vinencia Lefrianita Cendana Sari Student Number: 1Al.214046 Defended before the Board of Examiners on January 21,2015 and Declared Acceptable

Board of Examiners Chairperson

: P. Kuswandono, PII.D.

Secretary

:Drs. Barli Bram, M.Ed., Ph.D"

Mernber

: Drs.

Member

: Ch. Lhaksrnita Anandari, S.Pd., Ed.M.

Member

: Drs.

Y. B. Gunawan, M.A.

Barli Bram, M.Ed., Ph.D.

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Yogyakarta, January 21, 701 5 ./

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FIND YOUR PASSION, AND LIVE IT!

This thesis is dedicated to: My beloved parents, Bapak Marianus Mochtar Modesir and Ibu Wellybrorda N. Lawalu My beloved brother, Ch. Gloria Lefriana C. Agung Modesir

iv


STATEMENT OF WORI('S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, January 21, 2074 The Writer

Vinencia Lefrianita Cendana Sari 101214046


LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

: Vinencia

Lefrianita Cendana Sari

NomorMahasiswa :101214046 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ihniah saya yang berjudul:

A STUDY ON THE USE OF ARTICLES IN STUDENTS' WRITTEN PROJECTS OF CRTTICAL READING AND WRITING I CLASS besefia perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan

dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk keperluan akademis tanpa perlu meminta Ljin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tangg al 2l I anuai 201 5 Yang menyatakan

(Vinencia Lefri anita Cendana S ari)

VI


ABSTRACT Sari, Vinencia Lefrianita Cendana. (2015). A Study on the Use of Articles in Students’ Written Projects of Critical Reading and Writing I Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Writing is one of the important skills in learning English. Through writing, students learn to make good sentences with correct English grammar. It is common to see grammatical errors in writing because grammar has many parts that the students must understand and master. The use of articles in English grammar seems simple but complicated because of the various kinds of nouns following the article itself. Nonnative speakers of English must be consistent whether to use a or an and the in their writings. Based on this issue, the researcher focused on analyzing the errors in the use of articles made by 10 students in Critical Reading and Writing I Class E academic year 2014/2015 in the English Language Education Study Program of Sanata Dharma University. There are two research problems in this research: (a) What errors in the use of articles are found in students’ written projects of Critical Reading and Writing I Class? (b) What are the causes of errors in the use of articles in students’ written projects of Critical Reading and Writing I Class? This research has two objectives: (a) to find out what errors in the use of articles found in students’ written projects of Critical Reading and Writing I Class are, (b) to find out the causes of errors in the use of articles in students’ written projects of Critical Reading and Writing I Class are. Document analysis was the method in this research. There were three instruments: human, document, and interview. Human instrument was the primary instrument, document was the second instrument and interview was the third instrument. The errors found in students’ written projects were classified into four types of error by Dulay, Burt and Krashen (1982): omission of a or an (62 times, 52.10 %) followed by the omission of the (26 times, 21.84 %), the addition of the (16 times, 13.44 %), the addition of a or an (10 times, 8.40 %), misformation of a or an (4 times, 3.36 %), misformation of the (1 time, 0.84 %) and misordering of a, an, and the (0 time, 0 %). The researcher used the theory from Brown (2000), who classified context of learning and Norrish (1983), who classified carelessness, first language interference, translation, and error as a part of creativity as the causes of errors. The researcher gives recommendations for English teachers, students, and future researchers. For English teachers, it is better to give brief and detail explanation about the use of articles to the students. For students, it is better to deepen their understanding about the basic rules of articles and practice themselves a lot. For future researchers, it is better to classify the causes of errors deeper based on the types of errors and modify the instruments or the participants. Keywords: writing, article errors, students’ written projects. vii


ABSTRAK Sari, Vinencia Lefrianita Cendana. (2015). A Study on the Use of Articles in Students’ Written Projects of Critical Reading and Writing I Class. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Menulis adalah salah satu kemampuan penting dalam Bahasa Inggris. Menulis memberi kesempatan bagi penulis untuk menerapkan struktur bahasa dengan tepat. Eror dalam menulis sering ditemukan karena penulis harus mempelajari dan menguasai struktur Bahasa Inggris. Penggunaan articles dalam Bahasa Inggris terlihat mudah namun rumit karena terdapat banyak bentuk kata benda yang mengikuti articles tersebut. Penutur bahasa selain Bahasa Inggris harus konsisten dalam menggunakan a atau an dan the dalam tulisan mereka. Menanggapi hal tesebut, peneliti menganalisis eror pada penggunaan articles oleh 10 mahasiswa di kelas Critical Reading and Writing I. Terdapat dua permasalahan dalam penelitian ini: (a) Apa saja eror pada penggunaan articles yang ditemukan dalam tulisan mahasiswa di kelas Critical Reading and Writing I? (b) Apa penyebab eror pada penggunaan articles dalam tulisan mahasiswa di kelas Critical Reading and Writing I? Penelitian ini memiliki dua tujuan: (a) Untuk mengetahui apa saja eror pada penggunaan articles yang ditemukan dalam tulisan mahasiswa di kelas Critical Reading and Writing I, (b) Untuk mengetahui penyebab terjadinya eror pada penggunaan articles dalam tulisan mahasiswa di kelas Critical Reading and Writing I. Document analysis merupakan metode dalam penelitian ini. Terdapat tiga instrumen dalam metode ini: human, document, dan interview. Human sebagai instrument utama, document sebagai instrument kedua, dan interview sebagai instrument ketiga. Eror yang ditemukan dalam penelitian ini dibagi menjadi empat tipe sesuai dengan teori yang dikemukakan oleh Dulay, Burt dan Krashen (1982): the omission of a or an (62 kali, 52.10 %), diikuti the omission of the (26 kali, 21.84%), the addition of the (16 kali, 13.44 %), the addition of a or an (10 kali, 8.40 %), misformation of a or an (4 kali, 3.36 %), misformation of the (1 kali, 0.84 %), dan misodering of a,an dan the (0 kali, 0 %). Untuk menjawab permasalahan kedua, peneliti menggunakan teori yang dikemukakan oleh Brown (2000) tentang context of learning dan Norrish (1983) tentang carelessness, error as a part of creativity, first language interference, dan translation sebagai faktor-faktor penyebab eror. Peneliti memberi rekomendasi bagi para guru Bahasa Inggris, para mahasiswa, dan para peneliti selanjutnya. Para guru Bahasa Inggris menjelaskan dengan rinci penggunaan articles kepada mahasiswa. Para mahasiswa lebih memahami penggunaan articles dan banyak berlatih. Para peneliti selanjutnya mengklasifikasi penyebab eror sesuai dengan tipe eror yang ditemukan. dan memodifikasi instrument atau subjek yang dipilih. Kata kunci: writing, article errors, students’ written projects. viii


ACKNOWLEDGEMENTS Thanks be to God, who always gives His blessings in my life so that I could still be alive and be healthy in finishing my thesis writing. He guides me through all of learning processes, happiness, sadness, experiences, and precious time I have got in PBI Sanata Dharma. I also thank Jesus Christ and Mother Mary, who are always with me whenever and wherever I am. My deepest gratitude goes to my thesis advisor, Drs. Barli Bram, M.Ed., Ph.D., for giving his time, advice, guidance, correction, and support so that I could finish my thesis writing well. I would like to thank Caecilia Tutyandari M.Pd., as my academic advisor and Truly Almendo Pasaribu, S.S., M.A., who allowed me to use her class as the subject of this research. I would also like to thank the third semester students in Critical Reading and Writing I Class E academic year 2014/2015, who contributed their writing as my thesis data and participated during the interview process. My biggest thankfulness is addressed to my beloved parents Drs. Marianus Mochtar Modesir, M.M. and Wellybrorda N. Lawalu Amd.Kep for their love, prayers and support up to this time. I thank my parents for giving me a lot of lessons in my life, and for being parents, friends, and teachers for me. I would also like to thank my brother Ch. Gloria Lefriana C. A. M., S.Pd., who always supports and loves me. ix


My special gratitude goes to PSM Cantus Firmus, especially my lovely coach, brother, and friend, Pak Pancasona Adji (Pak Mbong), who trusts me to be one of the members in PSM Cantus Firmus. I am grateful for the lessons, the precious opportunities and the unforgettable experiences so that I could express my self, increase my ability, and become a better person. I am also grateful for the support, suggestions, and love from my brothers and sisters in PSM Cantus Firmus especially Uli, Detha, Ria, Laras, There, Ully, Fanny, Vera, Arta, Mbak Ichan, Mbak Lintang, Mas Yogis, Mas Louis, Adit, and Paul. I am really happy and proud to be a part of this family. I would also like to thank my new friends from UKM Grisadha especially Witta, Riri, and Resa, who have been supporting me until now. My best gratitude belongs to my best friends, Lina, Nova, Regita, Memei, Wara, and Okis, who always support and be with me until I finish my study in PBI. I am grateful for all the togetherness, happiness, sadness, love, and unforgettable experiences that I had during my study in this study program. Finally, I thank all people and friends whom I cannot mention here one by one. Their support, love and prayers help me finishing my study. God always bless them all.

Vinencia Lefrianita Cendana Sari

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TABLE OF CONTENTS

Page TITLE PAGE ………………………………………………………………...

i

APPROVAL PAGES ………………………………………………………...

ii

STATEMENT OF WORK’S ORIGINALITY ………………………………

v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................

vi

ABSTRACT ....................................................................................................

vii

ABSTRAK ........................................................................................................

viii

ACKNOWLEDGEMENTS ............................................................................

ix

TABLE OF CONTENTS …………………………………………………….

xi

LIST OF TABLES ..........................................................................................

xv

LIST OF APPENDICES .................................................................................

xvi

CHAPTER I. INTRODUCTION A. Research Background ………………………………...

1

B. Research Problems…………………………...……….

5

C. Problem Limitation …………………………………..

5

D. Research Objectives ………………………………….

5

E. Research Benefits …………………………………….

6

F. Definition of Terms …………………………………..

7

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ……………………………...

xi

9


1. English Grammar Theories…………………………….

9

a. Theory of Count- Non-count Nouns ………………..

10

1) Count Nouns …………………………………….

11

2) Non-count Nouns ………………….....................

11

2. Theory of Articles …………………………..…………

12

a. The Origin of Articles ................................................

12

b. The Types of Articles ................................................

13

1) A ............................................................................

13

2) An ..........................................................................

15

3) The ........................................................................

16

4) Zero Article or ∅ .…...…………..……….……..

17

3. Theory of Errors …………………………....……....….

18

a. Definition of Errors and Mistakes ...............……......

18

b. Error Analysis ...........................................................

19

b. Types of Errors ..........................................................

20

1) A Linguistic Taxonomy ………............................

20

2) A Surface Taxonomy ............................................

22

c. Causes of Errors ……………………………….........

24

1) Context of Learning……………..….……………

24

2) Carelessness..........................................................

24

3) First Language Interference ………..……………

25

4) Translation ………………………………………

25

5) Error as a Part of Language Creativity .....………

26

B. Theoretical Framework ………………………………

26

xii


CHAPTER III. RESEARCH METHODOLOGY A. Research Method …………………………………….

29

B. Research Setting ……………………………………..

30

C. Research Participants ………………………………...

30

D. Instrument and Data Gathering ………………………

31

1. Human Instrument …………………………..…...

31

2. Document ……………………………….………..

31

3. Interview ………....................................................

32

E. Data Analysis Technique …………………………….

32

F. Research Procedure …………………………………..

33

1. Preparation .............................................................

34

2. Data Gathering .......................................................

34

3. Data Analysis .........................................................

35

4. Report of The Analysis ..........................................

35

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Students’ Errors ….…………………………………...

36

1. The Omission of A or An …………………………

39

2. The Omission of The ……………………………..

43

3. The Addition of A or An ………………………….

45

4. The Addition of The ……………………………...

48

5. Misformation of A or An………………………….

50

6. Misformation of The ……………………………...

53

xiii


B. The Causes of Errors ………………………...……….

54

1. Data Presentation of the Causes of Errors in the Use of Articles ....…….…………………….…….

55

2. Discussion of the Causes of Errors in the Use of Articles ………………...…………………………

55

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions…………………………………………...

62

B. Recommendations …………………………………....

64

REFERENCES ………………………………………………………………

67

APPENDICES ……………………………………………………………….

69

xiv


LIST OF TABLES

Page Table 2.1 Table 2.1 Four Groups of Non-count Nouns ……………………...

11

Table 2.2 The Use of A ………………………………………………………

14

Table 2.3 The Use of An ……………………………………………………..

15

Table 2.4 The Use of The ……………………………………………………

16

Table 2.5 Exceptions on the Use of The …………………………………….

17

Table 2.6 The Use of ∅ ……………………………………………………...

17

Table 2.7 A Sample Linguistic Category Taxonomy ………………………..

21

Table 2.8 The Classification of Errors ………………..……………………...

22

Table 3.1 The Types of Errors and Their Examples (blank) ………………...

33

Table 4.1 The Types of Errors ………………………………………..……...

xv

38


LIST OF APPENDICES

Page Appendix A: Surat Ijin Penelitian …………………………………..….…..

69

Appendix B: Students’ Written Projects ……………………………………

70

Appendix C: The Interview Blue Print ……………….………………….…

84

Appendix D: The Interview Guideline …….………………………………..

85

Appendix E: Summary of Interview Results …………………………….….

87

Appendix F: The Interview Transcripts ……….……………………………

89

Appendix G: The Types of Errors and Their Examples ……..…………...…

101

xvi


1 CHAPTER I INTRODUCTION

In this chapter, there are six main sections, namely the research background, research problems, problem limitation, research objectives, research benefits and definition of terms. The research background deals with the reason chosen with the topic. The research problem describes the problems to be analyzed in this study. The problem limitation focuses on the limitation or the problem in this research. The research objectives deal with the aims of the research. The research benefits describe the benefits of conducting the research for the researcher, students, English teachers, and also further studies. Finally, the definition of terms explains several terms that are important for this research.

A. Research Background Nowadays, English is viewed as one of the important languages in the world. It is because English is used by almost all of the people as the international language. In English there are four skills to be learnt: listening, speaking, reading and writing. One of them is writing skill. In writing, students express themselves and share what they think. According to Tiedt (1989: 2), writing is one way of expressing what we think. We can express and deliver all of our thoughts through writing. Therefore, writing skills should grow along with learning and thinking in the classroom (1989: 3). Tiedt (1989: 6) also states that writing is not easy. In writing something, the ideas are generated. This part becomes difficult because we 1


2 need to think harder to deliver our thoughts. The problems appeared when writing are facing the spelling, mechanics, and the time needed to write each word (Tiedt, 1989: 6). The students of Critical Reading and Writing I Class in the English Language Education Study Program are prepared to their next writing classes; Critical Reading and Writing II, Academic Essay Writing and Thesis Writing subjects in the fourth, fifth and eighth semester. Because of that, they have to take Critical Reading and Writing I course first. Based on Panduan Akademik Program Studi Bahasa Inggris (2011) Critical Reading and Writing I course as a projectbased class is designed to give students practice to write responses critically based on the given texts or passages. As a critical class, the students of this class have to write responses critically by using good English grammar. Good English grammar will lead them to the success of this class instead of having good and critical responses to the passages given. In this class, they have to explore their ideas well in order to become a good writer. Dawe and Dornan (1984: 9) say that one of the secrets of becoming a good writer is to discover the personal method of nudging and teasing experience and ideas into words. In other words, to become good writers the students have to use their own way to express their ideas. In order to write correctly, students need to become familiar with basic grammatical patterns of English (McKAY, 1985: xviii). Based on the researcher’s experiences in previous writing classes, the use of good English grammar was really needed. When the researcher had to write


3 some written projects, the researcher needed carefulness. The researcher realized that she made a lot of errors in her writing especially in using articles in English. It is often difficult to decide whether an English noun needs an article before it, and, if so, which article (a or an or the) to use. The main things to consider when choosing an article are whether or not the noun is countable, and whether it is definite (Writing Centre Learning Guide The University of Adelaide, 2014). After studying articles for years, many non-native speakers of English find it challenging to use articles, especially in formal academic writing in English. This kind of writing in general uses more nouns than other types of writing, and every noun requires a decision about articles (Biber, Conrad, & Leech, 2002). Learners nowadays still have problems in using a or an and the. According to Sharpling in the University of Warwick (2013), articles a or an and the are difficult to use because sometimes language do not have the same concept of ‘countable’ and ‘uncountable’ nouns as in English; there is a tendency to add articles in English where they are not required. For example, the is often used wrongly when the noun has the general reference. It is also difficult because some people regard the rules of article use as virtually ‘unteachable’; using articles is such a subtle process that only native speakers can fully grasp how articles operate. This means that even expert speakers will still make mistakes with articles. Non-native speakers of English must constantly think about whether to use a or an, the, or . Making an appropriate choice—that is, a choice that does not violate English grammar rules and delivers the writer’s intended meaning—can be


4 complicated (Center for Writing University of Minnesota, 2014). It is simple to use an article, what makes it complicated for learners is the various kind of nouns following the article. The examples are: (1) He killed a woman. (2) He killed the woman. Two examples above show different conditions. In example (1), someone killed a woman who is not recognized by the readers. A woman in example (1) may refer to any woman in the world. Both the speaker and the listener do not know who exactly that woman is. Besides, in example (2), someone killed the woman. The speaker uses the because the listener knows which specific woman the speaker is talking about. Therefore, article the is used when both the speaker and the listener are thinking about the same specific thing (Azar, 2009: 118). Because the problem in the use of articles still exists, it is important to have a research about this issue. The errors made by the third semester students in Critical Reading and Writing I Class in the use of articles a or an and the can define the ability of the students whether or not they can make good responses using good English grammar. Besides, the students of this class will realize and understand their writing skill in using correct articles.


5 B. Research Problems Considering previous explanation, there are two problems to be solved in this research: 1. What errors in the use of articles are found in students’ written projects of Critical Reading and Writing I Class? 2. What are the causes of errors in the use of articles in students’ written projects of Critical Reading and Writing I Class?

C. Problem Limitation Considering the limitation of time and resources, the researcher limits to conduct the research for third semester students who have taken Critical Reading and Writing I Class in 2014 of the odd semester. The researcher randomly chooses 10 written projects made by 10 students in Critical Reading and Writing I Class E. This study focuses on the errors in the use of articles a or an and the in students’ written projects so that the researcher does not explain any further analysis on the other issues.

D. Research Objectives The study is conducted in order to: 1. Find out what errors in the use of articles found in students’ written projects of Critical Reading and Writing I Class are. 2. Find out the causes of errors in the use of articles in students’ written projects of Critical Reading and Writing I Class are.


6 E. Research Benefits This study is expected to bring beneficial results for the researcher, students, English teachers, and also further studies.

1.

Researcher It is useful for the researcher to know the article errors in students’ written

projects of Critical Reading and Writing I Class. This study can help the researcher to deepen the understanding of article errors and the factors causing the students in making those errors and also to be more careful in using articles.

2.

Students This research is expected to help students to understand the basic rules of

English articles, to know better the use of articles, to improve their knowledge about the use of articles and to avoid them in making errors in the use of articles in the future.

3.

English teachers The findings of this research can be the references for English teachers to

know the article errors in students written projects. Hopefully, by reading this study, the English teachers can overcome students’ errors and difficulties in using articles and find an effective teaching strategy to help the students to avoid making article errors in their written projects.


7 4.

Further Studies This research is expected to be the references for future researchers in

conducting the relevant studies related to the use of articles in students’ written projects.

F. Definition of Terms In this section, the researcher will define the keywords specifically used in the study. It is used in order to clarify the concepts and avoid misinterpretation. 1. Errors Errors usually appeared in learning English. According to Dulay, Burt, and Krashen (1982: 138), errors are the flawed side of learner speech or writing. A learner may make errors in some parts of conversation in a language. It is because a learner deviates from the rules of language. Therefore, Dulay, Burt, and Krashen (1982: 138) state that people cannot learn language without first systematically committing errors. In writing, students tend to make errors because they assume that their work is correct. These errors commonly happen when students write some sentences in the Critical Reading and Writing I Class. 2. Critical Reading and Writing I Critical Reading and Writing I is the first subject that encourages students to write critically. Based on Panduan Akademik Program Studi Bahasa Inggris (2011), Critical Reading and Writing I course is designed as a project-based class to give students practice to write responses critically based on the given texts or passages (p. 37).


8 In this course, reading and writing skills are integrated. The students are expected to do the activities well. Students may take this course if they have passed Basic Reading I, Basic Reading II, Basic Writing, and Paragraph Writing.

3. Articles Leech and Svartvik (1975: 237) state that the articles are a subclass of the determiners. Determiners are words which specify the range of reference of a noun in various ways, e.g. by making it definite (the book), indefinite (a book), or by indicating quantity (many books) (p. 268). In this case, articles make the reference of a noun to be definite or indefinite as their name implied.

4. Students’ Written Projects Students’ written projects are taken from the first written projects in Critical Reading and Writing I Class. The topic of the students’ written projects is technology. The written projects tell about comparison and contrast in using technology. It consists of introduction, two or three main paragraphs, and conclusion.


9 CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the review of the theoretical writing will be presented. There are two sections in this chapter namely the theoretical description and theoretical framework. The theoretical description consists of theory explanations supporting this research. Meanwhile, the theoretical framework synthesizes the theory explanations in the previous part. The theoretical framework discusses all theories stated in the theoretical description as the basis to analyze students’ article errors and the causes of errors.

A. Theoretical Description This section presents some theories related to the research: the English grammar theories, theory of articles, and theory of errors. 1. English Grammar Theories Veit (1986: 6) states that grammar is a person’s subconscious language knowledge. We use our English grammar whenever we speak or write English or understand someone else’s speech or writing. However, Heffernan and Lincoln (1990: 6) state that grammar of the language is the set of rules by which its sentences are made. Discussing grammar will lead us to the structure of the sentences. The main reason we study grammar is that we human beings are curious and want to learn more about ourselves (Veit, 1986: 2). The study of how we 9


10 create language can provide important insights into the nature of our minds and the way we think. It can help us understand better what it means to be human (Veit, 1986: 2). Studying about grammar has practical benefits. Using the conscious grammatical knowledge can help us to understand what we are doing and allow us to make some choices. The knowledge of grammar can also give us a tool to analyze our writing and a vocabulary to discuss it (Veit, 1986: 2). Studying grammar is valuable and important in writing (Veit, 1986: 254). It is because by studying grammar help us to understand how we have written, to think critically about what we have done, and also to consider other choices that might have presented ourselves. Conscious grammatical knowledge allows us for this analysis and provides vocabulary for communicating about it (Veit, 1986: 256). Therefore, this subchapter explains a theory supporting this research: theory of count- non count nouns.

a. Theory of Count- Non-count Nouns Azar (2009: 109) mentions two kinds of noun based on the countability of the nouns: count and non-count nouns. Count noun is divided into two groups: singular and plural. The examples of singular noun are an apple, a book and a boy. Besides, examples of plural noun are apples, books, and boys. Thus, non- count noun is divided into four groups: a group of things e.g. food or furniture, phenomena of nature e.g. snow, sunshine, wind, or fire, masses of particles e.g. salt, sugar, or coffee and an abstract concept e.g. fun, honesty, luck, or love.


11 Based on their countability, Azar (2009: 109) divides nouns into two groups: count and non-count nouns.

1) Count Nouns Azar (2009: 109) states a count noun is an item that can be counted. Count noun can be still divided into singular if the noun is single or the quantity of the item is only one. The examples of singular noun are an apple or a boy. The use of articles a and an here is important because it shows that the item is singular. Meanwhile, apples and boys are classified into plural nouns. In the plural form, the items are more than one so that the form takes a final ‘–s’ or ’-es’. Plural nouns have another form which is called irregular plural form. The examples are ‘child’ becomes ‘children’ or ‘fish’ becomes ‘fish’.

2) Non-count Nouns Azar (2009: 110) states non-count nouns are nouns that cannot be counted. The examples of non-count nouns are written in Table 2.1 below.

Table 2.1 Four Groups of Non-count Nouns Number 1. 2. 3. 4.

Groups A group of things Phenomena of nature Masses of particles An abstract concept

Examples Food, furniture Snow, sunshine, wind, or fire Salt, sugar, or coffee Fun, information, advice, or news

In other words, based on their countability, nouns are divided into two groups: count and non-count nouns. The count noun themselves can still be


12 classified as the singular and plural nouns. Meanwhile, non-count nouns are classified into nouns representing a whole group of thing, phenomena in nature, whole masses, and abstract concepts.

2. Theory of Articles According to Azar (2009: 114), there are three types of articles: a, an, and the. Those three articles are used in different conditions which mainly depend on the nouns after the articles. Nonetheless, there is also a condition when a noun does not need any article. Azar (2009: 114) uses the symbol ∅ to help the students in visualizing such condition. Meanwhile, a, an, the, and ∅ are used in different conditions. It will be explained on the next subchapters.

a. The Origin of Articles Articles are important in English. It is stated by Berry (1994: vi) that articles give structural information. Articles tell that a noun is following in the sentence. Changing one article for another can often cause misunderstanding. For example, ‘I like English’ (the language), when someone means ‘I like the English’ (the people). According to Azar (2009: 114), there are three articles in English: a and an which are called the indefinite article and the which is called the definite article. The was developed from a word which has much the same meaning as the demonstrative that. That is more emphatic in pointing something out and a and an were developed from a word means one. Hayden, Pilgrim, and Haggard (1961:


13 155) give further explanation about one, sometimes when one is in the sense of a single unit or item one cannot be substituted for the indefinite article without changing the meaning. Leech and Svartvik (1975: 237) state that the articles are a subclass of the determiners. Determiners are words which specify the range of reference of a noun in various ways, e.g. by making it definite (the book), indefinite (a book), or by indicating quantity (many books) (p. 268). In this case, articles make the reference of a noun to be definite or indefinite as their name implied.

b. The Types of Articles After knowing the origin of articles, it is important to know the differences among the articles. This subchapter represents four types of articles: a, an, the, and zero article or ∅.

1) A Article a is basically used for singular nouns which begin with consonant sounds. Besides, article an is used if the nouns begin with vowels or diphthong sounds. The explanation of article an will be presented in the next discussion while the detailed use of a is provided in Table 2.2. Table 2.2 shows the use of article a before (1) singular generic nouns and (2) singular indefinite nouns as the examples (3), (4), (5), and (6). Those singular generic and indefinite nouns are begun with consonant. Azar (2009: 114) uses generic nouns to make generalizations. A generic noun represents a whole class of


14 things. It is not a specific, real, concrete thing, but rather a symbol of a whole group. Therefore a banana in examples (3) and (5) represent all bananas in the world, not a specific banana. Meanwhile, an indefinite noun is an actual thing (not a symbol), but it is not specifically identified. In example (5), the speaker is simply saying that she or he ate one banana. The speaker is not referring to ‘this banana’ or ‘that banana’ or ‘the banana you gave me’. The listener does not know which specific banana was eaten; it was simply one banana out of all bananas. In examples (4) and (6), the word a university may refer to any university in the world. The speaker knows the reference, yet the listener does not know clearly which university is. Thus, article a can be used either singular generic nouns or singular indefinite nouns started with consonant letter. In example (3) a banana is obviously started with consonant ‘b’ and it is pronounced /b/ so that the article a is used. In example (4), although a university is started with a letter u which is basically spelled as a vowel, its phonetic transcription is started with /ju /. Therefore, article a is needed.

Table 2.2 The Use of A Articles

Countability

Reference

Generic A

Singular Indefinite

Examples (3) A banana is yellow (4) A university is for undergraduate and postgraduate students. (5) I ate a banana (6) I study in a university

Phonetic Transcription /ə bə’nɑ:nə/ /ə ju:nɪ’vɜ:.sɪ.ti/

/ə bə’nɑ:nə/ /ə ju:nɪ’vɜ:.sɪ.ti/


15 2) An Article an has the same functions with article a, but it is used in the beginning of nouns which have a special sound. The information related to the use of article an is provided in Table 2.3.

Table 2.3 The Use of An Articles

Countability

Reference Generic

An

Singular Indefinite

Examples (7) An apple is red (8) An hour is sixty minutes (9) I ate an apple (10) It is an honor for me to stand here

Phonetic Transcription /ən ‘æpl/ /ən aʊər/ /ən ‘æpl/ /ən ‘ɒnə/

It has been described before that article a and an have the same functions to show singular generic nouns or singular indefinite nouns. The difference is on the beginning sound of the nouns. In example (7) the word apple is started with vowel sound. Besides, the first letter of the noun is a consonant letter such an example (8), article an is used since the word hour is read /aʊər/ in which the first sound is the diphthong /aʊ/. The examples (7) and (8) represent all apples and the standard of an hour in the world. Generic noun does not refer to a specific thing, but to a class of things. Meanwhile, those words in examples (9) and (10) use articles an as the listener may not share the same reference as that of the speaker.


16 3) The Different from the previous articles, the is not affected by the first sound of the nouns. The use of the is usually influenced by the reference of the nouns. The example and the detailed of the is provided in Table 2.4.

Table 2.4 The Use of The Articles The

Countability Singular Plural Noun-count

Reference Definite

Examples (11) Thank you for the umbrella (12) Thank you for the bananas (13) Thank you for the fruit.

Table 2.4 shows that the countability and the first sound of a noun do not affect the use of the. It is supported in examples (11), (12), and (13). In example (11) the word umbrella is a singular noun and it is started with vowel sound. On the other hand, in example (12), the word bananas is plural and started with consonant sound. All the examples (11), (12), and (13) show that the speaker uses the in front of the words umbrella, bananas, and fruit. The speaker uses the because the listener knows which specific umbrella, banana, and fruit the speaker is talking about. Therefore, article the is used when both the speaker and the listener are thinking about the same specific thing. There is also an exception in using the. Azar (2009: 118) states that the is used for several singular generic count noun such as species of animals, inventions, and musical instruments. The exceptions in the use of the are provided in Table 2.5.


17 Table 2.5 Exceptions on the Use of The No 1 2 3

Classifications Species of animals Inventions Musical Instruments

Examples (14) The elephant is the largest land mammal. (15) Who invented the refrigerator? (16) I’d like to learn to play the piano.

4) Zero Article or ∅ Zero article or ∅ is a state when a noun does not need any article. It is generally used for plural and noun-count generic nouns. Table 2.6 shows detail information related to this article. Table 2.6 The Use of ∅ Articles ∅

Countability Plural Noun-count

Reference Generic

Examples (17) ∅ Bananas are yellow. (18) ∅ Fruit is good for you.

∅ is used for plural and noun-count generic nouns. Example (17) shows the example of plural generic nouns. To refer to a class of noun, in addition to use a singular noun identified by a or an, a plural noun can also be used, as shown in example (17). Meanwhile, the other use of ∅ is that is followed by noun-count generic noun, such as fruit in example (18). Each article is used with different kinds of nouns. The nouns are distinguished by three different criteria: the countability, the reference, and the first sound of a noun. First, article a is used with singular generic and indefinite nouns started with consonant sounds. Second, article an is used for singular generic and indefinite nouns started with vowel or diphthong sounds. Third,


18 article the is used for definite noun. Fourth, zero article or ∅ is used for plural and noun-count nouns.

3. Theory of Errors The following discussion covers the definition of errors and mistakes, error analysis, types of errors, and causes of errors. a. Definition of Errors and Mistakes Dulay, Burt, and Krashen (1982: 138) state that errors are the flawed side of learner speech or writing. A learner may make errors in some parts of conversation in a language. It is because a learner deviates from the rules of language. Therefore, Dulay, Burt, and Krashen (1982: 138) state that people cannot learn language without first systematically committing errors. They provide two major purposes of studying learners’ errors. First, it provides data from which inferences about the nature of the language learning process can be made. Second, it helps the teachers to understand students’ difficulties and students’ ability to communicate effectively (Dulay, Burt, and Krashen, 1982: 138). Besides, Norrish (1983: 7) has a statement about the definition of an error. It is a systematic deviation when a learner has not learnt something and consistently ‘gets it wrong’. This means when a learner of English as a second or foreign language makes an error systematically, it is because he has not learnt the correct form.


19 Dulay, Burt, and Krashen (1982: 138) also state the most common errors made by the students. They are: 1. Omitting grammatical morphemes – the items that do not contribute to the meaning of sentences. 2. Double marking – a semantic feature when only one marker is required. 3. Regularizing rules – for examples as in womans for women. 4. Using archiforms – one form in place of several. 5. Using two or more forms in random alternation – the use of each only under certain conditions. 6. Misordering – misplacing items that may be correctly placed in more than one place in the sentence. In addition, errors are different from mistakes. Brown (2000: 217) mentions that mistakes and errors are technically two different phenomena. A mistake refers to a performance error that is a ‘slip’, in that it is a failure to use a known system correctly. Everyone can make mistakes, even the native speakers of a language. James (1998: 83) also states that an error cannot be self-corrected while mistakes can be self- corrected if the deviation is pointed out to the writer.

b. Error Analysis According to Gass and Selinker (1994: 67), error analysis is “a type of linguistic analysis that focuses on the errors learners make”. The analysts describe that the comparison made is between the errors a learner makes in producing the target language and the target language form itself (p. 67). Besides, error analysis


20 is the study of the errors that learners make in their speech and writing (Ellis & Barkhuizen, 2005: 51). Identification, description and explanation of errors are stated in the error analysis. As mentioned by Ellis and Barkhuizen (2005: 58), identification of error involves a comparison between what the learner has produced and what a native speaker would produce in the same context. Description of errors involves specifying how the forms produced by the learner differ from those produced by the learner’s native speaker counterparts. It focuses on the surface properties of learner utterances (Ellis & Barkhuizen, 2005: 60). Thus, explanation of errors as stated by Ellis and Barkhuizen (2005: 62) involves determining the source of the error in order to account for why it was made.

c. Types of Errors In this subchapter, the researcher classifies the errors made by the learners into two taxonomies suggested by Dulay, Burt, and Krashen (1982: 147), those are a linguistic taxonomy and surface structure taxonomy.

1) A Linguistic Taxonomy The linguistic items that are affected by an error are used to be the base of error taxonomies. Linguistics category taxonomies classify errors according to both the language component and the linguistic constituents (Dulay, Burt, & Krashen, 1982: 146). The components of the language are phonology, syntax and morphology, semantics and lexicon, and discourse. Besides, the linguistic


21 constituents are the elements that comprise each language component. Dulay, Burt, and Krashen (1982: 147) also describe that many researchers use the linguistic category taxonomy as a reporting tool that organizes the collected errors. Dulay, Burt and Krashen (1982: 147) give examples about the taxonomy for morphology and syntax in Table 2.7. The errors in this taxonomy refer to Standard English usage.

Table 2.7 A Sample Linguistic Category Taxonomy

A.

B.

Linguistic Category and Error Type Morphology 1. Indefinite article incorrect • a used for an before vowels • an used for a Syntax 1. Noun Phrase a. Determiners • Omission of the article 2. Verb Phrase a. Omission of verb • Omission of main verb b. Use of progressive tense • Omission of be

Examples of Learner’s Errors

(19) a ant (20) an little ant

(21) He no go in hole.

(22) He (fell?) in the water. (23) He going.

Table 2.7 shows the error types based on a linguistic category and also some examples related to learner’s errors. In examples (19) and (20), indefinite articles are incorrect. The words a ant should be corrected into an ant, and the words an little ant should be corrected into a little ant since a is followed by consonant sound, and an is followed by vowel or diphthong sound.


22 2) A Surface Taxonomy Dulay, Burt, and Krashen (1982: 150) also state another type of error classification named Surface Strategy Taxonomy. This taxonomy highlights the ways surface structures are altered. Surface Strategy Taxonomy concentrates on the ways in which surface structures are changed. Using this taxonomy, Dulay, Burt, and Krashen (1982: 150) divide errors into the following categories: omission, addition, misformation, and misordering. Those error classifications would be described further in Table 2.8.

Table 2.8 The Classification of Errors No

Category

1

Omission

2

Addition

3

Misformation

4

Misordering

Description The nonexistence of an item that must be appeared in a good utterance. The presence of an item that must not appear in a wellstructured utterance. A substitution of the morpheme or structure used in utterances. The incorrect placement of a morpheme or a group of morphemes in an utterance.

Examples (24) She singing. (25) She is sings well. (26) The plane flied to Budapest. (27) Why mother is crying?

Omission means that an item which must be present in a well-formed utterance is absent. There is an evidence that grammatical morphemes (e.g. noun and verb inflections, articles, prepositions) are omitted more often than content morphemes which carry the meaning (Dulay, Burt, & Krashen, 1982: 154-155). It is illustrated in the incomplete sentence in example (24). The sentence in example (24) needs a linking verb is since it is a present continuous tense sentence. The correct sentence would be she is singing.


23 Addition is the second category of Surface Strategy Taxonomy and also the opposite of omission. The presence of an extra item which had not be present in a well formed utterance was characteristic for additions (Dulay, Burt, & Krashen, 1982: 156). They divide them into three categories: double markings, regularization, and simple addition, which contain the rest of additions (Dulay, Burt, and Krashen, 1982: 156-158). The sentence She is sings well in example (25) shows that there is an addition of linking verb is in a simple present tense sentence. She sings well is the correct sentence. Misformation is the third category of error. It refers to “the use of the wrong fom of the morpheme or structure” (Dulay, Burt, & Krashen, 1982: 158). When learners commit misformation errors, they use incorrect form of a language item in making a sentence. Example (26) is the illustration of misformation error. The learner should use flew instead of flied to construct the correct sentence. Therefore, the correct sentence should be the plane flew to Budapest. After discussing about three categories of errors, misordering comes as the fourth category of errors. Misordering is indicated by incorrect placement of a morpheme or a group of morpheme. Example (27) emphasizes the misordering error. Is should be put before mother. Therefore, the correct form of the example is why is mother crying?

d. Causes of Errors The errors made by the students in writing their projects commonly influenced by some factors. Brown (2000: 226) and Norrish (1983: 21- 36) state


24 five causes of errors that commonly influence the students in learning the foreign language. Those are context of learning, carelessness, first language interference, translation, and error as a part of language creativity.

1) Context of Learning According to Brown (2000: 226), context of learning is the source of error which refers to the classroom with its teacher and materials in the case of school learning. The teacher or the text book can lead the learner to make false concepts about the language. The errors made by the students because the teacher misleads the explanation, presents the structure or word in a textbook incorrectly, and also because of a pattern that was memorized by the students in a drill but improperly contextualized (Brown, 2000: 226). The errors made are because the teacher provides incorrect information by giving misleading definition, word, or grammatical generalization.

2) Carelessness Carelessness is often closely related to lack of motivation (Norrish, 1983: 7). The analyst argues that some teachers will admit that it is not always the student’s fault if he loses interest; perhaps the materials or the style of presentation do not suit him. Lack of motivation can lead the students to make errors because they are not motivated to read their writings and tend to think that their writings are already the best writings they make.


25 3) First Language Interference According to Norrish (1983: 22), learning a language (a mother tongue or a foreign language) is a matter of habit formation. The learner’s utterances are thought to be gradually ‘shaped’ towards those of the language he learns. Mother tongue leads in turn to repetitions of the utterances and the subsequent formation of linguistic habits. Besides, according to Ellis (1985: 22), interference is the result of what is called proactive inhibition which concerns with the way in which previous learning prevents or inhibits the learning of new habits. Therefore, first language interference is essentially a set of habits. When we try to learn new habits, the old habits will interfere with the new ones.

4) Translation Norrish (1983: 26) states that translating word by word using idiomatic expressions in the learner’s first language is another factor in making errors in his or her writing. It can happen in a typical situation when a learner has been asked to communicate something, in this case in writing, but he is aware that he does not know the appropriate expression or structure. He may even be unaware that an appropriate one exists. Consequently, as he wants to communicate his ideas, he will fall back on the language system in which he is familiar, namely his mother tongue.


26 5) Error as a Part of Language Creativity According to Norrish (1983: 34-35), language creativity is a natural activity of human who interacts with his environment in the laudable attempt to make sense of it and to form it to his own ends. Learners who are limited in their opportunities in listening to examples of the target language tend to form hypothetical rules about the new language. Norrish (1983) states that learners need to create new utterances, but with limited experience of the target language, they may make mistakes. For example, ‘emergent visit’. It should be ‘emergency visit’. The process leading to the error is clearly a creative one. There are two types of creativity in language use (Norrish, 1983: 35-36). First, the ability in the learner to use the parts of the language that he has learnt in order to say something that he may not have heard before. The learner is drawing certain conclusions about how the language behaves by using the evidence of what he has seen in the target language. Second, the term of ‘creative arts’ means creating works of literature in a language other than their own. For example, Joseph Conrad whose first language was Polish, he wrote novels in English.

B. Theoretical Framework The second part of this chapter discusses the theoretical framework that contains the description of the theories to solve the research problems. The description is related to English grammar theory: count and non-count nouns, theory of articles, and types and causes of errors.


27 Actually, this research is frequently related to articles which are classified as determiners of nouns and as the main subject of the study. In order to find out students’ errors in the use of articles, the researcher needs to classify different types and the rules using articles. To solve the first research problem, the researcher employs theory of English grammar: count and non-count nouns, theory of articles proposed by Azar (2009) and theory of types of errors mentioned by Dulay, Burt, and Krashen (1982). The classifications of errors stated by Dulay, Burt, and Krashen (1982) i.e. omission, addition, misformation and misordering are types of errors based on Surface Strategy Taxonomy. All of the students’ errors will be classified based on the theory. Dealing with the definition of error, the researcher agrees with Dulay, Burt, and Krashen (1982: 138), who state that errors are the flawed side of learner speech or writing. A learner may make errors in some parts of conversation in a language. It is because a learner deviates from the rules of language. Errors can appear in writing process because the students do not learn the correct form of grammar. Besides, the researcher also agrees that errors and mistakes are different. It is stated by Brown (2000: 217) who mentions that mistakes and errors are two different phenomena. A mistake refers to a performance error that is a ‘slip’, in that it is a failure to use a known system correctly. While James (1998: 83) also states that an error cannot be self-corrected while mistakes can be selfcorrected if the deviation is pointed out to the writer. To solve the second research problem the researcher agrees with Brown (2000) and Norrish (1983), who state five causes of errors that commonly


28 influence the students in learning the foreign language i.e. context of learning, carelessness, first language interference, translation, and error as a part of language creativity. These five causes of errors will be used in interview process to discover the causes of errors made by the students.


29 CHAPTER III RESEARCH METHODOLOGY

In this chapter, there are six main sections namely the research method, research setting, research participants or subjects, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method In this section, the definition of the type of research chosen was presented. Since this research explored the use of articles a or an and the in students’ written projects as the major focus for investigation and interpretation, this research used qualitative research in the methodology. According to Creswell (2003: 17), in qualitative research, the researchers collected the data on an instrument or test. Therefore, the researcher would explain what instruments were used in the instrument and data gathering technique. The researcher used qualitative in order to understand the participants through visiting the context and gathering information personally. The researcher would make an interpretation of things found, and an interpretation shaped by the researcher’s own experiences and backgrounds (Creswell, 2003: 9). This research later provided an explanation of errors which were made by students in their writing. The kind of method was called document analysis. Document analysis was considered as the activity of analyzing the document. In order to classify the 29


30 errors, the researcher collected the students’ written projects. Then, the researcher analyzed each written project carefully to find the errors and classified them correctly. The results of the classification would be used to solve the first research problem “What errors in the use of articles are found in students’ written projects of Critical Reading and Writing I Class?” Moreover, this study provided an explanation of how errors come about. This description concerned the second research problem “What are the causes of errors in the use of articles in students’ written projects of Critical Reading and Writing I Class?”

B. Research Setting This section informed when and where the research was conducted. The researcher conducted this research in Critical Reading and Writing I Class E of the English Language Education Study Program academic year 2014/ 2015. Then, the researcher conducted the research from September until October 2014.

C. Research Participants The participants of the research were the ten students from third semester in the English Language Education Study Program of Sanata Dharma University in academic year 2014/2015. The researcher took students’ first projects from Critical Reading and Writing I Class E. By taking specific participants, it was easier to involve the aspects of their errors in writing. In this research, the sample


31 was taken from the students in Critical Reading and Writing I Class, who represented the abilities of all Critical Reading and Writing I students.

D. Instrument and Data Gathering Technique In order to solve the two research problems, this research provided three kinds of instrument i.e. human instrument, document, and interview. The three kinds of instrument were used to convey that data and information obtained were reliable and valid. 1. Human Instrument In this research, the researcher was classified as human instrument who became the primary instrument. It was because the researcher obtained the data, read the students’ written projects, interviewed, made interactions with the participants and recorded the information in journals.

2. Document Document had an important role in this research. It was because the data was taken from ten students’ written projects as their first projects. It was used to classify the article errors made by the students. By using document, the researcher became easier to analyze the data. The students’ written projects became the


32 second instrument in this research because the document had been written by the participants who had experience with the phenomenon under the study directly.

3. Interview Interview was the third instrument in this research. Interview was used to help the researcher to understand participants’ experiences. The researcher would use semi structured interview where the researcher formulated the questions related to the topic. The researcher could modify the format or questions during the interview process (Ary, Jacobs, & Sorensen, 2010: 438). In this interview, the researcher interviewed the same participants in Critical Reading and Writing I Class E. By using interview, the researcher would be easier in analyzing the data beside of using documents. The interview was conducted in Bahasa Indonesia since it was students’ native language. It would help the students in understanding the questions and in giving the answers.

E. Data Analysis Technique Surface description was used in this research because it involved explanation of errors in students’ writing. The researcher referred to the Surface Strategy Taxonomy proposed by Dulay, Burt and Krashen (1982). The researcher used Surface Strategy Taxonomy as a guideline to analyze the errors found in


33 students’ writing. After that, the researcher counted the total errors in omission, addition, misformation, and misordering. The researcher presented the total of students’ omission, addition, misformation, and misordering errors in the use of articles in Table 3.1.

Table 3.1 The Types of Errors and Their Examples (blank) No.

Type of Error

Example of Errors

Frequency

Percentage (%)

1. Omission 2. Addition 3. Misformation 4. Misordering TOTAL

The results of the the total errors in each category presented the difficult area of students learning. The category in the biggest number meant that the category in which students mostly made errors. To solve the second problem, the researcher interviewed five students who made errors. After that, the researcher found out the causes why the students made errors.

F. Research Procedure In this section, the researcher wanted to convey some stages that were used in conducting this research i.e. preparation, data gathering, data analysis, and the report of the analysis.


34 1. Preparation The researcher asked permission from the chairperson of the English Language Education Study Program and the lecturer of Critical Reading and Writing I Class E to conduct the research.

2. Data Gathering After having permission from the chairperson and the lecturer, the researcher discussed with the lecturer about the time when the students would submit the first written projects. After getting the submission date, the researcher waited for three weeks until the deadline came. In the process of writing, students were asked to think critically about the topic given ‘Technology’. Next, the students were asked to start writing the comparison and contrast about technology. After that, the lecturer collected students’ writing and the researcher obtained the students’ writing from the lecturer then analyzed the errors in the use of articles. After analyzing the errors, the researcher conducted the interview. Interview was used to gather the data on the causes why students made errors in the use of articles. The last step was to conclude the data to figure out the reasons underlying students in making errors in the use of articles in their writing.


35 3. Data Analysis In the evaluation process, the researcher checked each of student’s project, counted the errors in the use of articles, and made a list of them. The next step was classifying the errors to know how many errors in the use of a or an and the. Next, the researcher used Surface Strategy Taxonomy to classify the errors into errors of omission, addition, misformation, and misordering. After classifying the types of errors, the researcher counted the amount of each type of error, and made it into percentage. From this calculation, the researcher knew the most common errors in the use of articles made by the students. After calculating the errors, the researcher conducted an interview with five students of Critical Reading and Writing I Class E. By using interview, the researcher could understand and find out what caused the students in making errors in the use of articles. The last step of this section was about the conclusions of the interview. The researcher knew the errors and causes of errors in the use of articles were. 4. Report of the Analysis The last step of this research was reporting the analysis. The data of this research were obtained from students’ written projects and the interview. The researcher presented all parts in the research as the new information to others. After the researcher finished analyzing the data, the researcher started to write the results of the analysis.


36 CHAPTER IV RESEARCH RESULTS AND DISCUSSION

In order to answer two research problems of this study, the researcher presents and discusses the data in this chapter in two major parts. The first part answers the first research question which focuses on students’ errors found in students’ written projects of Critical Reading and Writing I Class. The second part answers the second research question which describes the causes of errors in students’ written projects of Critical Reading and Writing I Class.

A. Students’ Errors In gathering the errors in the use of articles produced by Critical Reading and Writing I Class E students, the researcher analyzed ten (10) written projects submitted as the first projects of the class. In order to convince the analysis of this research, the researcher met three (3) native speakers from three different countries i.e. South Africa, The United States of America, and Netherlands. They visited Indonesia, worked and stayed in Yogyakarta as English teachers. The native speakers checked the results of this research whether or not the calculation and the error analysis were already correct. There were a hundred and nineteen (119) article errors made by the students. The occurrence of the errors in each written project was varied. In details, there were seventy six (76) errors in the use of article a or an and forty three (43) errors in the use of article the. Based on the students’ written projects, 36


37 the researcher found most frequently errors done by the students which were the use of article a or an (76 errors). On average, the written projects mostly consisted of three (3) types of errors. Those errors were divided based on Surface Strategy Taxonomy, which classified errors into four types i.e. (1) Omission, (2) Addition, (3) Misformation, and (4) Misodering. Based on the analysis of the data, the types of the Surface Strategy Taxonomy were found in the students’ written projects i.e. (1) Omission, (2) Addition, and (3) Misformation. There were no misordering errors in students’ written projects. The types of errors and their examples were presented in Table 4.1. Based on Table 4.1, the total errors in the use of articles found in 10 written projects was 119 times. The omission of a or an was 62 times and the percentage was about 52.10 % and the omission of the was 26 times with 21.84 % in the percentage. Next, the addition of a or an found in students’ written projects was 10 times and the percentage was 8.40 %. The addition of the was 16 times and the percentage was 13.44 %. There were 4 misformation of a or an with 3.36 % in the percentage and 1 misformation of the with 0.84 % in the percentage. In checking 10 written projects made by the students, the researcher did not found any misordering of a or an and the.


38 Table 4.1 The Types of Errors and Their Examples No

TOE

TOA

A or an

1.

Omission

The

A or an 2.

Addition

The

A or an 3.

Misformation

The

4.

Misordering TOTAL

-

EOE (28) *Facebook can be disaster if we don’t use it wisely. (29) *From all that features, it also has feature to search a song that I want. (30) *It can be used for excuse. (31) *Opera Mini helps me to download in easy way. (32) *This is one of incidents happened because of having acquaintance in Facebook. (33) *I am often asked by riders about where fastest route is. (34) *One of artists in Indonesia named Kartika Sari became a victim. (35) *This is one of incidents happened because of having an acquaintance in Facebook. (36) *Kartika Sari realized that she was deceited when she transferred some money to wrong person. (37) *It is such a shame for a human dignity where the technology is taking control upon us. (38) *I realized that it is a bad behaviour. (39) *One more crazy thing is when I get an information from the internet. (40) *People seem like a robot who always keep their both eyes starring at a small screen with their thumbs crushing against keypad and screen. (41) *I often used the Opera Mini for browsing. (42) *Dictionary app is like the holy bible for the students nowadays. (43) *It also provides information about the traffic. (44) *Facebook will be a bad apps if you don’t use it wisely. (45) *This apps has an advantages in browsing, we call it speed dial. (46) *Chatting apps is an applications that has a function for communication with others. (47) *I watch a news about woman harassment on television. (48) *The son who can’t handle his emotion grabbed fast the dagger and stabbed the mother’s belly. -

F

62

26

10

P (%)

52.10

21.84

8.40

16

13.44

4

3.36

1 0 119

0.84 0 100

*TOE = Types of Errors; TOA = Types of Articles; EOE = Examples of Errors; F = Frequency; P = Percentage.


39 The researcher would describe further explanation of each type of error made by the students on the next subchapters. There were six (6) parts namely the omission of a or an, the omission of the, the addition of a or an, the addition of the, misformation of a or an, and misformation of the.

1. The Omission of A or An From 10 written projects, the omission of a or an were the most commonly errors found in students’ written projects. The amount of students’ errors in omitting article a or an was 62 (sixty two) times. The examples were:

(28) *Facebook can be disaster if we don’t use it wisely. (29) *From all that features, it also has feature to search a song that I want. (30) *It can be used for excuse. (31) *Opera Mini helps me to download in easy way. (32) *This is one of incidents happened because of having acquaintance in Facebook.

The examples in number (28) and (29) showed the omission of article a in the middle of both sentences. According to Azar (2009: 114), article a was basically used for either singular generic nouns or singular indefinite nouns which began with consonant sounds. In example (28), the word disaster was categorized as a singular indefinite noun which might refer to any event that resulted in


40 damage

happened

in

http://dictionary.cambridge.org/dictionary/british/disaster).

the Looking

world at

the

sentence in example (28), disaster should have been followed by a since it was conveyed by the writer as a result of using Facebook. Besides, disaster was started with consonant ‘d’ and pronounced /di/ so that a was needed.

According to Azar (2009: 114), article a could be used for either singular generic nouns or singular indefinite nouns started with consonant letter. An indefinite noun was an actual thing (not a symbol), but it was not specifically identified. In example (29) the word feature was typically a singular indefinite noun which referred to a typical quality or an important part of something (http://dictionary.cambridge.org/dictionary/british/feature). The writer knew the reference, yet the reader did not know clearly which feature it was. Meanwhile, the word feature was started with consonant ‘f’ and pronounced /ef/ so that the article a was also needed.

In example (30), the writer omitted article an before the word excuse at the end of the sentence. Azar (2009: 114) mentions that article an had the same


41 functions as article a to show whether it was singular generic nouns or singular indefinite nouns. Although an had the same function, it was used at the beginning of nouns which had vowel sounds. The word excuse in sentence (30) was classified as a singular count noun which started with a vowel sound ‘e’ and pronounced /i:/. Article an before excuse in example (30) ‘It can be used for (an) excuse’ showed that the noun was singular and indefinite since only the writer knew the reference but the reader did not know clearly what specific excuse it was.

In example (31), the omission of article an appeared at the end of the sentence ‘Opera Mini helps me to download in (an) easy way’. Azar (2009: 104) states that a count noun was a noun that could be counted and still divided into singular if the noun was single or the quantity of the item was only one. The quantity of the noun in easy way was only one and the writer did not tell which way he or she meant so that the reader did not know which specific way it was. Easy way was also started with vowel ‘e’ and pronounced /i:/. Therefore easy way was classified as a singular indefinite noun which needed article an in front of it.

Next, the example (32) also showed the omission of an before acquaintance. As stated by Azar (2009: 114), an had the same function as article


42 a, but it was used in the beginning of nouns which had special sounds in which to show whether it was singular generic nouns or singular indefinite nouns. In example (32), acquaintance was a singular indefinite noun meaning a person that you

had

met

but

did

not

(http://dictionary.cambridge.org/dictionary/british/acquaintance).

know

well Besides,

acquaintance was started with vowel ‘a’ and pronounced /ə/ so that article an was needed.

Therefore, the correction usage in sentences (28), (29), (30), (31), and (32) were as follows: (28) Facebook can be a disaster if we don’t use it wisely? (29) From all that features, it also has a feature to search a song that I want. (30) It can be used for an excuse. (31) Opera Mini helps me to download in an easy way. (32) This is one of incidents happened because of having an acquaintance in Facebook.


43 2. The Omission of The Based on the data collected, the researcher found twenty six (26) omissions of the in ten written projects. The examples were:

(33) *I am often asked by riders about where fastest route is. (34) *One of artists in Indonesia named Kartika Sari became a victim. (35) *This is one of incidents happened because of having acquaintance in Facebook. (36) Kartika Sari realized that she was deceited when she transferred some money to wrong person.

The omission of the appeared at the end of the sentence (33). In this sentence, the writer mentioned fastest which was the superlative of fast. Superlative was defined as “the form of an adjective or adverb that expresses that the thing or person being described has more of the particular quality than anything

or

anyone

else

of

the

same

type”

(http://dictionary.cambridge.org/dictionary/british/superlative). Fastest in fastest route was categorized as a superlative adjective which described a route that had more of a quality than all other routes in the world. Because of fastest route was definite; only one route could be the fastest route, and because there was only one route in that place, article the was used. It was stated by Azar (2009: 118), article


44 the was used when both the speaker and the listener were thinking about the same specific thing. In this case, the same specific thing was the fastest route.

Examples number (34) and (35) had the same cases. The omission of the appeared before plural nouns artists and incidents. The problems appeared when the was omitted after one of and before the nouns above. Because the writer wanted to tell the only one person or thing specifically, he or she should have put the after one of and before plural and uncountable nouns. The was used to show the definite nouns that both speaker and listener knew (Azar, 2009: 118).

Example number (36) showed the omission of the in front of wrong person. The writer should have used the because the readers knew which person that writer was talking about. Looking at the sentence, the word person referred to someone who pretended as Hanung Bramantyo’s assistant. Therefore, article the was used in front of wrong person since both the writer and the reader were thinking about the same specific person.


45 Thus, the correction usage in sentences (33), (34), (35), and (36) were as follows:

(33) I am often asked by riders about where the fastest route is. (34) One of the artists in Indonesia named Kartika Sari became a victim. (35) This is one of the incidents happened because of having acquaintance in Facebook. (36) Kartika Sari realized that she was deceited when she transferred some money to the wrong person.

3. The Addition of A or An Another type of error made by the students was the addition of a or an. From the analysis results, the researcher found ten (10) errors in adding a or an. The examples were:

(37) *It is such a shame for a human dignity where the technology is taking control upon us. (38) *I realized that it is a bad behaviour. (39) *One more crazy thing is when I get an information from the internet.


46 (40) *People seems like a robot who always keep their both eyes starring at a small screen with their thumbs crushing against keypad and screen.

The students wrote an extra article which had not been presented in a well formed utterance in examples (37), (38), (39), and (40). In example (37) a appeared in before human dignity. According to Azar (2009: 114), article a was basically used for singular nouns which began with consonant sounds. Considering this theory, article a should have not been used before human dignity because dignity was an uncountable noun meant calm, serious, and controlled behaviour

that

made

people

respect

someone

(http://dictionary.cambridge.org/dictionary/british/dignity). Human dignity in Bahasa Indonesia meant harkat martabat manusia which was categorized as an abstract concept. Therefore, in example (37), article a was not used because the noun was categorized as an abstract concept.

The next example in number (38) also had the same condition as in example (37). It was incorrect to put a before bad behaviour because the word behaviour was categorized as an uncountable noun. Behaviour was defined as “an uncountable

noun

which

means

the

way

that

someone

behaves”

(http://dictionary.cambridge.org/dictionary/british/behaviour). It was also an abstraction that could not be counted so that article a was not used before it.


47

In example (39), article an was not needed before the word information. It was presented by Azar (2009) in Table 2.1 that information was an example of an abstract concept. As an abstraction, information could not be counted as same as news and behaviour. Therefore, the use of articles a and an in examples (38) and (39) were incorrect and should have not be put before the words behaviour and information.

Besides, in example (40), a student added a in front of robot. Looking at the structure of the sentence in example (40), article a in people seems like a robot was used to represent a singular count noun ‘robot’. Although the function of a was correct, still, it should have been omitted because the writer mentioned people in example (40) as the subject of the sentence. People was categorized as a plural noun which meant men, women, and children or it could be said as a group of human being (http://dictionary.cambridge.org/dictionary/british/people). If people meant a group of human being, then the word robot should have been completed by adding a final ‘-s’ and became robots which meant many robots. The use of final ‘–s’ was representing the plural form of regular nouns (Azar, 2009: 101).


48

Thus, the correction usage in sentences (37), (38), (39), and (40) were as follows:

(37) It is such a shame for human dignity where the technology is taking control upon us. (38) I realized that it is bad behaviour. (39) One more crazy thing is when I get information from the internet. (40) People seem like robots who always keep their both eyes starring at a small screen with their thumbs crushing against keypad and screen.

4. The Addition of The Another type of error done by the students was the addition of the. There were sixteen (16) errors found in ten written projects collected. The examples were:

(41) *I often used the Opera Mini for browsing. (42) *Dictionary app is like the holy bible for the students nowadays. (43) *It also provides an information about the traffic.


49 From three examples above, the researcher found the addition of the in front of Opera Mini, students, and traffic. Actually, article the was needed since there were definite nouns. It was not proper to use the in front of Opera Mini because Opera Mini in example (41) meant a name of a popular browser in the world. Next, the words students and traffic in examples (42) and (43) were included in plural and non-count generic nouns representing all students and traffic in the world. The writer did not mention which specific students and traffic in his or her written project. Therefore, article the should have been omitted and changed into ∅ (zero article).


50 Thus, the correction usage in sentences (41), (42), and (43) were as follows: (41) I often used ∅ Opera Mini for browsing. (42) Dictionary app is like the holy bible for ∅ students nowadays. (43) It also provides information about ∅ traffic.

5. Misformation of A or An From the data collected, the researcher found four (4) errors as misformation of a or an. The examples were:

(44) *Facebook will be a bad apps if you don’t use it wisely. (45) *This apps has an advantages in browsing, we call it speed dial. (46) *Chatting apps is an applications that has a function for communication with others. (47) *I watch a news about woman harassment on television

In example (44), misformation of a appeared in the middle of the sentence. Looking at the grammar of the sentence, the use of a in a bad apps was inappropriate since there was a final ‘–s’ in apps. According to Azar (2009: 114), article a was basically used for either singular generic nouns or singular indefinite nouns which began with consonant sounds. The writer might have wrong information since a was used to show a single count noun. To check whether the use of a was correct or not in this sentence, the writer should have looked at the


51 context of it. Since Facebook was a website which categorized as a noun and became a subject in this sentence, a final ‘–s’ in apps should be omitted because

apps showed many apps not one app. Therefore, a in a bad app became appropriate after it was followed by a singular count noun, not a plural noun.

In example (45), the writer had a problem in understanding the concept of singular or plural nouns. It could be seen from the subject of the sentence: This apps has an advantages in browsing, we call it speed dial. Although this research focused only on article errors, but singular or plural nouns used as the subject or the object in a sentence affected the writer in choosing a correct article. From the sentence above, there was misformation in using article an. Azar (2009: 114) states that the function of an was as same as a which used to show one item as an indefinite singular count noun. Misformation appeared when an was followed by advantages; the plural form of advantage. Since an was used to specify one indefinite item, the use of a final ‘–s’ in advantages should have been omitted and changed into a singular form; advantage. As the researcher said before that singular or plural nouns used as the subject or the object in a sentence affected the writer in choosing articles correctly, the researcher found an error on the subject of the sentence (45). One of the students mentioned this apps. However, this was used to identify a singular specific thing close at hand or being indicated or experienced. In a student’s


52 writing, this referred to Opera Mini which was a popular web browser. If the writer wanted to use this, it should have been followed by a singular noun; in this case the writer should have omitted a final ‘–s’ in apps and changed it into app. Therefore, this app was the correct form of the subject in this sentence.

In example (46), misformation of an appeared in the middle of the sentence. The problem appeared as same as in example (45). Chatting apps is an applications that has a function for communication with others. The use of an in front of applications was inappropriate because applications was followed by a final ‘–s’. According to Azar (2009: 109), a final ‘–s’ or ‘es’ was used to present items in a plural form. The items were more than one so that the form took a final ‘–s’ or ‘-es’. Since an was used to show one item as an indefinite singular count noun, the use of a final ‘–s’ in applications should have been omitted and changed into a singular form; application.

Misformation of a also appeared in example (47). It appeared at the beginning of the sentence ‘I watch a news about woman harassment on


53 television’. The use of a in front of news was incorrect since a was only used before a singular noun. In this case, news was categorized as an abstract concept which did not need article a. Since news in this sentence was definite; it told about woman harassment so that the writer should have put the in front of it. The was used when both the speaker and the listener were thinking about the same specific thing (Azar, 2009: 118). Therefore, the correct article used in front of news was the.

Thus, the correction usage in sentences (44), (45), (46), and (47) were as follows:

(44) Facebook will be a bad app if you don’t use it wisely. (45) This app has an advantage in browsing, we call it speed dial. (46) Chatting app is an application that has a function for communication with others. (47) I watch the news about woman harassment on television.

6. Misformation of The The last type of error found in students’ written projects was misformation of the. The researcher found one (1) error in the sentence below:


54 (48) *The son who can’t handle his emotion grabbed fast the dagger and stabbed the mother’s belly.

Example (43) had a problem in the. As stated by Azar (2009: 118), article the was used when both the speaker and listener were thinking about the same specific thing. Looking at the sentence, the use of the was incorrect and should have been changed into a since the writer did not tell which dagger specifically and he or she had not mentioned it before. The reader did not know exactly what he or she was referring to, so that article the should have been changed into a. Article a was used because dagger had not been mentioned before.

Thus, the correction usage of example (48) was as follow:

(48) The son who can’t handle his emotion grabbed fast a dagger and stabbed the mother’s belly.

B. The Causes of Errors This section answers the second question in research problems. The researcher presents the data of the causes of errors and discusses the causes of


55 errors in the use of articles made by the students used the interview results and the related theories.

1. Data Presentation of the Causes of Errors in the Use of Articles After calculating the errors made by the students in their written projects, the researcher conducted an interview with five (5) participants from Critical Reading and Writing I Class E. The researcher chose the participants based on the errors they made. In the interview process, the researcher asked nine (9) questions related to the causes that the students had in making errors in the use of articles. After that, the researcher summarized the results in Appendix E. Based on Appendix E, the researcher summarized the causes of errors in using articles made by the students. There were five (5) factors that caused the students in Critical Reading and Writing I Class E made article errors in their written projects. The causes were context of learning, carelessness, first language interference, translation, and error as a part of creativity. The discussion of them would be presented on the next subchapters.

2. Discussion of the Causes of Errors in the Use of Articles After counting and classifying the errors made by the students, the researcher dealt with the second research question. To answer the second research question: what the causes of errors in the use of articles were, the researcher used five participants from Critical Reading and Writing I Class E to be the sources and


56 related theories to find out the reasons why the students made errors in the use of articles. Based on the first section in Chapter IV, the researcher found that there were 119 article errors made by the students. The omission of a or an was the most commonly errors produced by the students (62 times, 52.10 %) followed by the omission of the (26 times, 21.84 %), the addition of the (16 times. 13.44 %), the addition of a or an (10 times, 8.40 %), misformation of a or an (4 times, 3.36 %), and misformation of the (1 time, 0.84 %). The researcher admitted that there were complicated and difficult problems since the interview results did not classify 119 errors made by the students based on four (4) types of errors; omission, addition, misformation and misordering, as mentioned by Dulay, Burt, and Krashen (1982). However, the interview results showed the general reasons why the students made article errors in their written projects. This phenomenon could happen because of some factors that the students had:

a. Context of learning According to Brown (2000: 226), context of learning was the source of error referred to the classroom with its teacher and materials in the case of school learning. Based on the interview results, three of the participants were confused about the articles, the use of it; when they should have put articles in their writing. One of the participants was confused because he did not know the differences between the articles in English. It is stated by Participant 4,” I think there are


57 many articles in English which have similarities when I use it. Actually it makes me confused; how and when I should use it in my writing.” The teacher or the text book could lead the learner to make false concepts about the language. The errors made by the students because the teacher misled the explanation, presented the structure or word in a textbook incorrectly, and also because of a pattern that was memorized by the students in a drill but improperly contextualized (Brown, 2000: 226). The interview results showed that most of the participants did not read other reference books. They used their grammar book as their reference book in semester 1. Although they did not really understand about the use of articles based on the grammar book and the explanation given by their lecturer, they still used it in their writing. Therefore, so many errors in the use of articles found in their writing.

b. Carelessness Norrish (1983) stated some theories related to the causes of errors made by learners. The first cause was carelessness. Carelessness was often closely related to lack of motivation (p. 7). Some teachers would admit that it was not always the student’s fault if he lost interest; perhaps the materials or the style of presentation did not suit him. Based on the interview results, most of the participants had lack of motivation to recheck their writing. It was because they think that their writing were already good. Participant 3 said, “I think that my writing is already good, so that I do ot check it anymore.” He was also not interested in writing, therefore he tended to rush and to write carelessly. Feeling lazy also affected the participant in


58 rechecking their writing. It was stated by Participant 1, “Yaa well, it is true that I have no motivation in rechecking my writing. I know that there are some errors in my writing, but I do not want to open the dictionary. I feel lazy to check it in my dictionary.” Three of the participants did not understand about the concept of articles, when they should have used it and also the differences between the articles. They were confused whether or not they should have put the articles. The confusion made the participants make errors in the use of articles.

It was stated by

Participant 2, “I admit that I do not really understand about the use of articles. It is difficult to differentiate the use of it.” Most of the participants were not interested in reviewing the material given in their previous semesters. They felt lazy to open the handout or the grammar book. One of them said that he did not have a spare time to open the handout. Another participant said that she had no spirit and lack of motivation to re-open and re-read the material. The use of reference books or handouts was really important to help them to check their grammar in their writing especially the use of articles. They should have known the rules in using the articles. The reference book was really helpful for them who did not understand when and where to put the articles in their writing.

c. First Language Interference According to Norrish (1983: 22), learning a language (a mother tongue or a foreign language) was a matter of habit formation. First language interference


59 was essentially a set of habits, when we tried to learn new habits, the old habits would interfere with the new ones. Besides, first language interference was essentially a set of habits, when we tried to learn new habits, the old habits would interfere with the new ones (Ellis, 1985: 22). Based on the interview results, three of the participants said that Bahasa Indonesia gave a big effect because Bahasa Indonesia was their native language. The grammar of Bahasa Indonesia was also different, there were no specific articles in Bahasa Indonesia. They also could not use Indonesian style in English writing. Therefore Bahasa Indonesia really affected their writing. It was stated by Participant 2, “It is because there is no grammar like articles in my native language (Bahasa Indonesia). And when I write in English, I get confused when to use the articles and the differences between the articles.”

d. Translation Norrish (1983) stated that translating word by word using idiomatic expressions in the learner’s first language was another factor in making errors in his or her writing (p. 26). Based on the interview results, all of the participants did not write in Bahasa Indonesia first. They directly wrote in English. Some of them said that they made a draft before they wrote their final projects. Although, one of them said that he thought the idea of his writing in Bahasa Indonesia then wrote it in English. It was stated by Participant 4,”I do not write it in Bahasa Indonesia. I just think about it, and then I write it in English. Thus, actually thinking the ideas


60 in Bahasa Indonesia affects my writing in English. It sometimes carries the Indonesian style in my writing.” Four of the participants did not use translating word by word technique in their writing. They usually translated sentence by sentence so that they could make a good grammar in their writing. It was stated by Participant 3,” I translate my writing sentence by sentence and I translate it as a whole sentence. I do not translate it word by word because it will affect the grammar of my writing.” Thus, one of the participants used translating word by word technique in her writing because she did not really understand about the grammar: how and when she used the verb, the noun, and also the articles in her writing.

e. Error as A Part of Creativity According to Norrish (1983: 34-35), learners who were limited in their opportunities in listening to examples of the target language tended to form hypothetical rules about the new language. Learners needed to create new utterances, but with limited experience of the target language, they might make mistakes. Based on the interview results, most of the participants assumed that their writing were already good without considering the correctness. They were confident enough with their writing without being careful to recheck their writing continually. It was stated by Participant 4,” Yes, it may be like that because I write and finish it by my self so that I feel confident and proud of my own writing. However, without having pair checking with my friends also affects me in making errors in my writing. “


61 One of the participants said that she made errors in the use of articles because she felt lazy to read her writing again. She thought that what she had done was already good enough, so that she did not read and check her work. Another participant felt that he was not good at writing, and he needed his friends to check and to correct his writing.


62 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This

chapter

consists

of

two

parts,

namely,

conclusions

and

recommendations of this research. Conclusions present the essential points of the discussions. Recommendations present some suggestions for English teachers, students, and future researchers. A. Conclusions The conclusion of this research is this research was conducted to answer two research questions: (a) What errors in the use of articles are found in students’ written projects of Critical Reading and Writing I Class? and (b) What are the causes of errors in the use of articles in students’ written projects of Critical Reading and Writing I Class? To answer the first research question, the researcher conducted document analysis. The documents used in this research were students’ written projects in Critical Reading and Writing I Class of academic year 2014/2015 as the first projects. Afterwards, the researcher collected the errors in the use of articles in their writing. Based on the data gathered, the researcher found 119 errors in the use of articles. The most error commonly made by the students was the omission of a or an (62 times, 52.10 %) followed by the omission of the (26 times, 21.84 %), the addition of the (16 times. 13.44 %), the addition of a or an (10 times, 8.40 %), misformation of a or an (4 times, 3.36 %), and misformation of the (1 time, 0.84 62


63 %). The results showed that the most produced errors belong to the omission. The second most produced errors belong to the addition and the third is misformation error. To answer the second research question, the researcher used the theory of causes of errors by Norrish (1983) and Brown (2000) to conduct an interview with five students in Critical Reading and Writing I Class E. The reasons why the students made errors in the use of articles were caused by five factors: context of learning, carelessness, first language interference, translation, and error as a part of creativity. From the results of this research, the researcher learns that although the use of articles seems simple, but it is difficult as well. The misuse of articles can lead grammatical errors and change the meaning of a sentence or sentences in writing. Through this research, the researcher also learns that the third semester students of the English Language Education Study Program in Critical Reading and Writing I Class E do not have good understanding about the use of articles. It is showed by the errors they made in their written projects. The reasons why they made errors also give better knowledge to the lecturers in this study program to avoid them in making article errors. The lecturers can find better solutions to teach the use of articles to the students so that they can understand and apply the use of articles better than before in their writing.


64 B. Recommendations After having the results of this research and the conclusions, the researcher gave the recommendations addressed to English teachers, students, and future researchers who want to conduct a study related to the use of articles in students’ written projects. 1. For English Teachers Through this research and the results found, the researcher gives recommendations for the English teachers especially in structure class to give brief explanation about the use of articles. Based on the results of this research, 10 third semester students in CRW Class E have not produced good writing. All of them make errors in the use of articles. Therefore, it is important to be more detailed in explaining the use of articles to the students in order to produce good English sentences. The correct use of articles is important because misuse of them can change the sense of the sentences and make it become incorrect sentences. The English teachers should present the basic rules and the usage of articles clearly. Although articles are just the small part in English grammar, the students should master it from the beginning of their study in the English Language Education Study Program. The easiest way to help the students is the teachers should find the sources about the use of articles as many as they can and give the students a lot of exercises contextually; therefore the students find it easy to use the articles correctly.


65 2. For Students This study provides the information of article errors in students’ written projects. It can be the references for the students to understand what article errors found in students’ written projects. They can avoid in making article errors since they are provided by clear information of the research results. After knowing the article errors they usually make, the students can deepen their understanding about the basic rules in using articles; practice themselves a lot so that they can be more familiar in using articles. A lot of practices will help the students to differentiate the use of articles. Based on the results especially in the interview process, the researcher finds that the students make errors because they still get difficulties in using the appropriate articles in their writing. They do not know the basic rules in using articles and where and when they should put the articles. The misuse of articles can change the sense of the sentences. The students must know the concept of noun; singular or plural, countable or uncountable, the rules, and the exception in the use of articles. The students can read grammar books and do a lot of exercises in order to understand the use of articles well. Besides, the third semester students have to master at the use of articles earlier in order to prevent making errors on the next semesters or when they have to write their thesis. Therefore, the students should often check their writing whether or not the grammar in their writing is already correct. The students should be more careful in writing their written projects; they should check their writing as often as possible. It is also good for them to ask their


66 lecturer about the difficulty in using the articles in their writing, and also to ask the seniors to check their writing related to the use of the articles. 3. For Future Researchers Since this research discusses about the errors in the use of articles and its causes in students’ written projects of Critical Reading and Writing I class, the future researchers can modify or continue this research. The future researchers can classify the causes of errors deeper based on the types of errors; why the students make omission, addition, misformation, and misordering. The future researchers can also modify the instruments or the participants. For example, the future researchers may take the whole batch of third semester students or the whole classes of Critical Reading and Writing I in the English Language Education Study Program of Sanata Dharma University.


67 REFERENCES Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont: Wadsworth Cengage Learning. Azar, B. S., & Hagen, S. A. (2009). Understanding and using English grammar (4th ed.). New York: Pearson Education. Biber, D., Conrad, S., & Leech, G. (2002). Longman’s student grammar of spoken and written English (1st ed.). Harlow: Pearson Education Ltd. Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). White Plains: Library of Congress Catalonging-in-Publication Data. Cambridge University Press Online. (2014). Cambridge free English dictionary and thesaurus. Retrieved from http://dictionary.cambridge.org/dictionary. Center for Writing University of Minnesota. (2014). Students writing support: Articles: Choosing a/an, the, or nothing ( ) with common nouns. Retrieved from http://writing.umn.edu/sws/quickhelp/grammar/articlescommon.html. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. Dawe, C. W., & Edward A. D. (1997). One to One: Resources for conferencecentered writing (2nd ed.). Boston: Library of Congress Catalonging in Publication Data. Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford: Oxford University Press. Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press. Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press. Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press. Gass, S. M., & Selinker, L. (1994). Second language acquisition: An introductory course. Mahwah, NJ: Lawrence Erlbaum Associates. Hayden, R. E., Pilgrim, D. W, & Haggard, A. Q. (1961). Mastering American English. New York: Prentice Hall, Inc.

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68 Heffernan, J. A. W., & Lincoln, J. E. (1990). Writing: A college handbook (3rd ed.). New York: W.W. Norton and Company. James, C. (1998). Errors in language learning and use: Exploring error analysis. Harlow: Addison Wesley Longman. Krashen, S. D. (1986). Writing: Research, theory, and applications. Oxford: Pergamon Press. Leech, G. & Svartvik, J. (1975). A communicative grammar of English. London: Longman Group, Ltd. McKay, S. L. (1985). Teaching grammar: Form, function, and technique. Elmsford: Pergamon Press Inc. Norrish, J. (1983). Language learners and their errors. London: The Macmillan Press Ltd. Rossman, G. B., & Rallis, S. F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage. Sharpling, G. (2013). Three common problems: Tenses, articles and V-ing. Coventry: The Centre for Applied Linguistics, University of Warwick. Retrieved from http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/grammar. Tiedt, I. M. (1989). Writing: From topic to evaluation. Boston: Allyn and Bacon. Tutyandari, C., Prasetyo, Ag. H., Kristiyani, C., & Bram, B. (Eds.). (2011). Panduan akademik. Yogyakarta: Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma. Veit, R. (1986). Discovering English grammar. Boston: Houghton Mifflin Company. Writing Centre Learning Guide The University of Adelaide. (2014). Articles in English grammar. Retrieved from http://www.adelaide.edu.au/writingcentre/learning_guides.


APPENDICES


69

APPENDIX A SURAT IJIN PENELITIAN


70 APPENDIX B STUDENTS’ WRITTEN PROJECTS


71


72


73


74


75


76


77


78


79


80


81


82


83


84 APPENDIX C THE INTERVIEW BLUEPRINT There are nine questions given by the researcher to the students. The questions are used to find out the possible causes of errors in the use of articles made by the students in Critical Reading and Writing I Class E.

No.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Questions Context of Learning Apakah ada penjelasan tentang articles dan penggunaannya dalam Bahasa Inggris yang membuat anda bingung ketika mempelajari tentang materi tersebut? Jelaskan! Apakah kesalahan seperti pada saat anda menulis kalimat Bahasa Inggris disebabkan karena Anda membaca buku-buku referensi lain yang menunjang belajar Anda tentang penggunaan articles dan sebenarnya membingungkan bagi anda, tetapi kemudian anda menggunakannya di kalimat-kalimat Bahasa Inggris ? Jelaskan! Carelessness Apakah kesalahan pada penggunaan articles dalam tulisan Anda disebabkan karena kurangnya motivasi dalam diri anda untuk meneliti kembali tulisan Anda setelah anda menyelesaikannya? Jelaskan! Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena materi tentang articles tidak anda pahami ketika anda mempelajari tentang materi tersebut? Jelaskan! Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena Anda tidak tertarik untuk belajar kembali tentang penggunaan articles? Jelaskan! First Language Interference Apakah Bahasa Indonesia sangat berpengaruh saat anda mengggunakan articles dalam tulisan anda? Jelaskan! Translation Apakah kesalahan dalam penggunaan articles di tulisan anda karena anda menuliskannya dalam Bahasa Indonesia terlebih dahulu? Jelaskan! Apakah kesalahan dalam tulisan anda disebabkan karena Anda menggunakan teknik menerjemahkan kata demi kata dari Bahasa Indonesia ke Bahasa Inggris? Jelaskan! Error as a Part of Creativity Apakah kesalahan-kesalahan yang anda buat disebabkan karena Anda merasa bahwa tulisan yang anda buat sudah baik, tanpa melihat apakah tulisan yang anda tulis itu benar atau salah? Jelaskan!

Number of Questions

2

3

1

2

1


85 APPENDIX D THE INTERVIEW GUIDELINE

1. Apakah ada penjelasan tentang articles dan penggunaannya dalam Bahasa Inggris yang membuat anda bingung ketika mempelajari tentang materi tersebut? Jelaskan!

2. Apakah kesalahan seperti pada saat anda menulis kalimat Bahasa Inggris disebabkan karena Anda membaca buku-buku referensi lain yang menunjang belajar Anda tentang penggunaan articles dan sebenarnya membingungkan bagi anda, tetapi kemudian anda menggunakannya di kalimat-kalimat Bahasa Inggris ? Jelaskan!

3. Apakah kesalahan pada penggunaan articles dalam tulisan Anda disebabkan karena kurangnya motivasi dalam diri anda untuk meneliti kembali tulisan Anda setelah anda menyelesaikannya? Jelaskan!

4. Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena materi tentang articles tidak anda pahami ketika anda mempelajari tentang materi tersebut? Jelaskan!

5. Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena Anda tidak tertarik untuk belajar kembali tentang penggunaan articles? Jelaskan!


86

6. Apakah Bahasa Indonesia sangat berpengaruh saat anda mengggunakan articles dalam tulisan anda? Jelaskan!

7. Apakah kesalahan dalam penggunaan articles di tulisan anda karena anda menuliskannya dalam Bahasa Indonesia terlebih dahulu? Jelaskan!

8. Apakah kesalahan dalam tulisan anda disebabkan karena Anda menggunakan teknik menerjemahkan kata demi kata dari Bahasa Indonesia ke Bahasa Inggris? Jelaskan!

9. Apakah kesalahan-kesalahan yang anda buat disebabkan karena Anda merasa bahwa tulisan yang anda buat sudah baik, tanpa melihat apakah tulisan yang anda tulis itu benar atau salah? Jelaskan!


87 APPENDIX E SUMMARY OF INTERVIEW RESULTS

Questions Context of learning

Carelessness

First Language Interference

Translation

Information Three of the participants were confused about the articles, the usage of it and when they should have put an article in their writing. One of the participants said he was confused because he did not know the differences among the articles in English. Two of them understood the concept and the use of articles. Most of the participants did not read the other reference books. They use the grammar book in semester 1. Although they did not really understand about the use of articles based on the grammar book and the explanation given by their lecturer, they still used it in their writing. Therefore so many errors were found in their writing. Most of the participants had lack of motivation to recheck their writing. It was because they thought that their writing were already good. The participants also wrote in haste. The lack of time also made the participants did not have a motivation to recheck their writing again. One of the participants was absent when the class did pair-checking, so it made him be lazy to recheck his writing by himself. Another participant also said that he did not like writing which made him have lack of motivation in rechecking his writing again. Three of the participants did not understand about the concept of articles, when they should have used it and also the differences among the articles. They were confused in their writing whether or not they should put the articles. Two of them already understood about the use of articles, but still some errors appeared in their writing. Most of the participants were not interested in reviewing the material given in their previous semesters. They were lazy to open the handout or the grammar book. One of them said that he did not have a spare time to open the handout. Another participant said that she had no spirit and lack of motivation to re-open and re-read the material given in previous semesters. Three of the participants said that Bahasa Indonesia gave a big effect because Bahasa Indonesia was their native language. The grammar of Bahasa Indonesia was also different; there were no specific articles in Bahasa Indonesia. They also could not use Indonesian style in English writing. Therefore Bahasa Indonesia really affected their writing. Two of them were not affected by Bahasa Indonesia because they tried to think and to write it in English directly. All of the participants did not write in Bahasa


88 Questions

Error as A Part of Creativity

Information Indonesia. They directly wrote in English. Some of them said that they made a draft before they wrote the final project. Although one of them said that he thought the idea in Bahasa Indonesia first then wrote it in English. Four of the participants did not use translating word by word technique in their writing. They usually translated sentence by sentence so that they could make a good grammar in their writing. One of the participants used translating word by word technique in her writing because she did not really understand about the grammar: how and when she used the verb, the noun, and also the articles in her writing. Most of the participants assumed that their writing were already good. They were confident enough with their writing without being careful to recheck their writing continually. One of the participants said that she was lazy to read her writing again. Another participant said that he was not good at writing, and he needed his friends to check and to correct his writing.


89 APPENDIX F THE INTERVIEW TRANSCRIPTS

Participant 1 R: Hai selamat sore dik.. P1: Sore kak. R: Sudah siap ya untuk wawancara? P1: Ya kak, siap. R: Oke, pertanyaan pertama, apakah ada penjelasan tentang articles dan penggunaannya dalam Bahasa Inggris yang membuat kamu bingung ketika mempelajari tentang materi tersebut? Tolong dijelaskan. P1: Sebenernya ada dijarin waktu di structure 1. Tapi kenapa aku bingung kadang-kadang apa ya, kalo misalnya lagi nulis gitu kayak kurang teliti aja, terus apa ya, ya gitu aja kak. R: Tapi sebenernya waktu dijelasin di structure 1 itu kamu nangkep ga maksud dan penggunaan articles itu? P1: nangkep, cuma waktu nulis aku kurang teliti. karena kadang kan eee… kalo gak terbiasa nulis gitu kan kadang2 suka salah gitu lho. kurang lebih improve aja nulisnya. R: Berarti intinya ga ada penjelasan yang bikin kamu bingung ya dik? P1: Iya kak, gak ada. R: Oke sip. lanjut pertanyaan nomor 2. Apakah kesalahan seperti pada saat anda menulis kalimat Bahasa Inggris disebabkan karena Anda membaca buku-buku referensi lain yang menunjang belajar Anda tentang penggunaan articles dan


90 sebenarnya membingungkan bagi anda, tetapi kemudian anda menggunakannya di kalimat-kalimat Bahasa Inggris ? Jelaskan! P1: Ya kadang aku masih make buku referensi. Kadang tu sebenernya udah dibenerin sama dosennya karena sebelumnya salah. Tapi ya itu, seringnya mengulangi kesalahan lagi. R: Oke, lanjut nomor 3. Apakah kesalahan pada penggunaan articles dalam tulisan Anda disebabkan karena kurangnya motivasi dalam diri anda untuk meneliti kembali tulisan Anda setelah anda menyelesaikannya? Jelaskan! P1: Sebenernya kalo meneliti kembali iya. Cuma mungkin ya itu, jadi udah tau salah. Ya sebenernya iya juga sih kurang motivasi untuk mbenerin. Jadi udah tau salah, ya udah lah gini aja. Jadi malas ngecek ke kamus, malas ngecek di dictionary. R: Oke, lanjut nomor 4. Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena materi tentang articles tidak anda pahami ketika anda mempelajari tentang materi tersebut? Jelaskan! P1: Iya sih, kurang mengerti. Sebenernnya itu penting banget gitu lho kalo yang namanya nulis articles. Iya aku gak paham perbedaannya, kapan pake dan ga make articles. Tau sih, tapi nanti taunya setelah dikoreksi, oiya ini salah. R: Oke, lanjut nomor 5. Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena Anda tidak tertarik untuk belajar kembali tentang penggunaan articles? Jelaskan! P1: Ehmmm gak juga sih. Bukannya tidak tertarik, cuma kan kadang, aduh udah semester ini gitu masih buka materi yang dulu gitu kan agak malas. R: Oke sip. Selanjutnya nomor 6, apakah Bahasa Indonesia sangat berpengaruh saat anda mengggunakan articles dalam tulisan anda? Jelaskan! P1: Enggak sih. engga berpengaruh.


91 R: Oke, lanjut nomor 7, apakah kesalahan dalam penggunaan articles di tulisan anda karena anda menuliskannya dalam Bahasa Indonesia terlebih dahulu? Jelaskan! P1: Ehmmm gak pernah Bahasa Indonesia dulu. Paling cuma coret-coretan tapi masih Inggris gitu lho gak Indonesia. R: Berarti gak ditulis dalam Bahasa Indonesia dulu ya? P1: Enggak kak. Paling cuma di pikiran aja. R: Oke sip, lanjut nomor 8. Apakah kesalahan dalam tulisan anda disebabkan karena Anda menggunakan teknik menerjemahkan kata demi kata dari Bahasa Indonesia ke Bahasa Inggris? Jelaskan! P1: Iya kak masih. Kadang ada to Bahasa Inggris yang ini bisa di sana, subyeknya disini, nah itu masih kurang bisa menuliskannya dengan baik. R: Berarti kamu make teknik kata demi kata dari Bahasa Indonesia ke Bahasa Inggris ya dik? P1: Iya kak.. R: Oke sip, lanjut nomor 9. Apakah kesalahan-kesalahan yang anda buat disebabkan karena Anda merasa bahwa tulisan yang anda buat sudah baik, tanpa melihat apakah tulisan yang anda tulis itu benar atau salah? Jelaskan! P1: Oh iya kak, kadang malas aja melihat ke detailnya. Jadi kurang lebih dalem lagi buat nge-reviewnya. R: Oke sip, makasih banyak dik untuk waktunya.

Participant 2 R: Hai selamat sore dik.. P2: Sore kak. R: Sudah siap ya untuk wawancara? P2: Siap kak.


92 R:

Pertanyaan

pertama,

apakah

ada

penjelasan

tentang

articles

dan

penggunaannya dalam Bahasa Inggris yang membuat kamu bingung ketika mempelajari tentang materi tersebut? Jelaskan. P2: Udah pernah pas diajarin di structure 1 kak, pas itu dijelasin dan bikin aku bingung ya karena aku gak mudeng kak. R: Oke, pertanyaan nomor 2, apakah kesalahan seperti pada saat anda menulis kalimat Bahasa Inggris disebabkan karena Anda membaca buku-buku referensi lain yang menunjang belajar Anda tentang penggunaan articles dan sebenarnya membingungkan bagi anda, tetapi kemudian anda menggunakannya di kalimatkalimat Bahasa Inggris ? Jelaskan! P2: Ehmm ya sebenernya saya juga bingung dengan penjelasan yang ada di buku referensi, tapi saya tetap memakainya. Kalo articles itu saya belajarnya lebih di writing, kayak pas basic writing itu. Cuma ya sebenernya saya juga jarang baca buku dan juga kalo baca buku saya juga kurang mengerti. R: Oke, lanjut nomor 3, apakah kesalahan pada penggunaan articles dalam tulisan Anda disebabkan karena kurangnya motivasi dalam diri anda untuk meneliti kembali tulisan Anda setelah anda menyelesaikannya seperti di project 1 ini? Jelaskan! P2: Ehm iya kak, kalo di project 1 ini paragraf pertama tentang topik yang ditentukan kan harus diteliti kembali, tapi trus saat meneliti lanjutannya ,saya absen ga masuk kelas jadi saya ngumpulin seadanya. Sebenernya saya pengen neliti kembali, tapi saya kan ga tau ngumpulinnya kapan, dan kadang-kadang saya lupa tentang essay ini karena ngurusin hal lain juga. R: Oke, lanjut pertanyaan nomor 4. Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena materi tentang articles tidak anda pahami ketika anda mempelajari tentang materi tersebut? Jelaskan! P2: Ya memang kurang memahami karena emang gak mudeng. Sulit membedakan tentang penggunaannya kak.


93 R: Oke, lanjut ke nomor 5, apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena Anda tidak tertarik untuk belajar kembali tentang penggunaan articles? Jelaskan! P2: Iya kak, saya juga jarang membuka dan menggunakan buku structure lagi. Dan seperti di writing sebelumnya itu saya melakukan kesalahan, dan saya tetep gak mudeng gimana-gimananya. R: Oke, lanjut pertanyaan nomor 6. Apakah Bahasa Indonesia sangat berpengaruh saat anda mengggunakan articles dalam tulisan anda? Jelaskan! P2: Iya kak, kadang berpengaruh sih kak. Soalnya di Bahasa Indonesia kan gak ada article article gitu ya itu juga jadinya articles itu penggunaannya seperti apa saya masih bingung. R: Oke, lanjut nomor 7. Apakah kesalahan dalam penggunaan articles di tulisan anda karena anda menuliskannya dalam Bahasa Indonesia terlebih dahulu? Jelaskan! P2: Engga sih, saya biasanya langsung nulis dalam Bahasa Inggris kak. saya gak pernah nulis dalam Bahasa Indonesia dulu. R: Oke nomor 8. Apakah kesalahan dalam tulisan anda disebabkan karena Anda menggunakan teknik menerjemahkan kata demi kata dari Bahasa Indonesia ke Bahasa Inggris? Jelaskan! P2: Eee..nggak juga, saya langsung kak. Ngga pernah nerjemahin satu per satu kata yang mau saya tulis, biasanya langsung saya tulis 1 kalimat langsung dalam Bahasa Inggris. R: Oke, pertanyaan terakhir nomor 9. Apakah kesalahan-kesalahan yang anda buat disebabkan karena Anda merasa bahwa tulisan yang anda buat sudah baik, tanpa melihat apakah tulisan yang anda tulis itu benar atau salah? Jelaskan! P2: Sebenernya bukan yakin kalo itu bener, cuma kan biasanya yang ngecek orang lain, diajak tuker-tukeran gitu. Dan juga saya sendiri kan emang kurang bagus di writing, jadi saya buat banyak kesalahan. Lagipula saya kurang kritis dengan tugas sendiri, kadang malas dan juga lupa dengan tugas saya. R: Oke makasih banyak dik buat waktunya. P2: Sama-sama kak.


94 Participant 3 R: Hai selamat sore dik.. P3: Sore kak. R: Sudah siap ya untuk wawancara? P3: Ya kak. R:

Pertanyaan

pertama,

apakah

ada

penjelasan

tentang

articles

dan

penggunaannya dalam Bahasa Inggris yang membuat kamu bingung ketika mempelajari tentang materi tersebut? Jelaskan. P3: Enggak ada kak. Waktu diajarin tentang articles di structure 1 itu saya mengerti, dan tahu penggunaan articles kayak a, the itu seperti apa. Kalo the itu kan kayak sesuatu yang udah kita tahu gitu kan, makanya pake the. R: Oke, pertanyaan nomor 2, apakah kesalahan seperti pada saat anda menulis kalimat Bahasa Inggris disebabkan karena Anda membaca buku-buku referensi lain yang menunjang belajar Anda tentang penggunaan articles dan sebenarnya membingungkan bagi anda, tetapi kemudian anda menggunakannya di kalimatkalimat Bahasa Inggris ? Jelaskan! P3: Ehmm enggak kak. Ya aku cuma mikir trus tulis aja. Ngga pake bahan apa gitu, ngliat trus baru nulis. Aku ga pake buku referensi, jadi aku langsung nulis gitu aja. R: Oke, lanjut nomor 3, apakah kesalahan pada penggunaan articles dalam tulisan Anda disebabkan karena kurangnya motivasi dalam diri anda untuk meneliti kembali tulisan Anda setelah anda menyelesaikannya seperti di project 1 ini? Jelaskan! P3: Eeee..Ya kak. Karena aku mikirnya udah betul, makanya aku ga neliti lagi. Sebenernya kadang-kadang punya motivasi, tapi kadang-kadang juga malas karena aku gak suka writing.


95 R: Oke, lanjut pertanyaan nomor 4. Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena materi tentang articles tidak anda pahami ketika anda mempelajari tentang materi tersebut? Jelaskan! P3: Engga kak. Saya mengerti tentang articles, dan saya juga mengerti apa yang saya tulis karena saya nulisnya gak lihat atau baca dari buku lain. Karena ini saya nulisnya murni kak. R: Oke, lanjut ke nomor 5, apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena Anda tidak tertarik untuk belajar kembali tentang penggunaan articles? Jelaskan! P3: Iya kak, saya gak tertarik karena saya udah diajarin waktu basic writing. saya sebenernya mau buka buku semester-semester lalu, tapi belum ada niat aja kak. hehehe R: Oke, lanjut pertanyaan nomor 6. Apakah Bahasa Indonesia sangat berpengaruh saat anda mengggunakan articles dalam tulisan anda? Jelaskan! P3: Iya kak berpengaruh kak, karena kita biasanya menulis, ngomong kan menggunakan Bahasa Indonesia, trus sekarang di PBI kita disuruh pake Bahasa Inggris pasti kita mikir Bahasa Indonesianya dulu baru ditranslate ke Bahasa Inggris, jadi ya jelas berpengaruh. R: Oke, lanjut nomor 7. Apakah kesalahan dalam penggunaan articles di tulisan anda karena anda menuliskannya dalam Bahasa Indonesia terlebih dahulu? Jelaskan! P3: Tidak kak. Saya biasanya langsung nulis dalam Bahasa Inggris kak. Ya pernah mencoret-coret dulu sebelum menulis kalimat yang pasti tapi tetap dalam Bahasa Inggris. R: Oke nomor 8. Apakah kesalahan dalam tulisan anda disebabkan karena Anda menggunakan teknik menerjemahkan kata demi kata dari Bahasa Indonesia ke Bahasa Inggris? Jelaskan! P3: Tidak ,karena saya kalo menerjemahkan itu saya buat satu kalimat dalam Bahasa Indonesia dan langsung ditranslate dan dilihat dari keseluruhan. Jadi gak kata per kata, karena nanti grammarnya jadi jelek.


96 R: Oke terakhir, pertanyaan nomor 9. Apakah kesalahan-kesalahan yang anda buat disebabkan karena Anda merasa bahwa tulisan yang anda buat sudah baik, tanpa melihat apakah tulisan yang anda tulis itu benar atau salah? Jelaskan! P3: Iya kak karena waktu itu saya rasa pekerjaan saya sudah baik, lumayan bagus , dan sudah siap untuk dikumpul ke dosen. R: Oke makasih banyak dik buat waktunya.

Participant 4 R: Hai selamat sore dik.. P4: Sore kak. R: Sudah siap ya untuk wawancara? P4: Ya kak, siap. R:

Pertanyaan

pertama,

apakah

ada

penjelasan

tentang

articles

dan

penggunaannya dalam Bahasa Inggris yang membuat kamu bingung ketika mempelajari tentang materi tersebut? Jelaskan. P4: Eee…ada kak. Dalam Bahasa Inggris itu banyak articles yang penggunaannya mungkin sama tapi beda gitu lho, itu membuat saya bingung. Saya bingung juga kapan menggunakannya. R: Oke, pertanyaan nomor 2, apakah kesalahan seperti pada saat anda menulis kalimat Bahasa Inggris disebabkan karena Anda membaca buku-buku referensi lain yang menunjang belajar Anda tentang penggunaan articles dan sebenarnya membingungkan bagi anda, tetapi kemudian anda menggunakannya di kalimatkalimat Bahasa Inggris ? Jelaskan! P4: Kalo untuk buku referensi saya gak da yang lain sih tapi mungkin karena saya kurang teliti aja sih, saya juga kalo baca buku yang ga terlalu asik itu kurang niat dan jarang juga kak . Sebenernya buku referensi waktu semester 1 kemarin ga


97 terlalu membingungkan sih,tapi kadang kita gatau kapan n mau make article yang mana. Tapi waktu mempelajarinya ga terlalu

bingung sih, cuma pas

menerapkannya aja yang susah. R: Oke, lanjut nomor 3, apakah kesalahan pada penggunaan articles dalam tulisan Anda disebabkan karena kurangnya motivasi dalam diri anda untuk meneliti kembali tulisan Anda setelah anda menyelesaikannya seperti di project 1 ini? Jelaskan! P4: Ya kak. Saya kurang motivasi, karna saya kan sudah susah payah menulisnya,ya saya itu pas merevisi kadang juga ada yang kelewat,mungkin karna teburu buru juga jadi banyak yang salah kak,dan saya lupa juga tentang revisi itu. R: Oke, lanjut pertanyaan nomor 4. Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena materi tentang articles tidak anda pahami ketika anda mempelajari tentang materi tersebut? Jelaskan! P4: Eeee karna ada beberapa article yang punya kesamaan satu dengan yang lain, saya ga paham cara dan kapan menggunakannya kak. Contoh kayak kita bikin kalimat itu kita bingung cara menggunakannya, dikasih article atau engga. R: Oke, lanjut ke nomor 5, apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena Anda tidak tertarik untuk belajar kembali tentang penggunaan articles? Jelaskan! P4: Engga juga kak. Ya kalo belajar kembali sih ya saya setiap menulis itu saya mikir apakah itu bener apa engga. Jadi sebenernya setiap saya nulis pasti saya belajar kembali tentang penggunaan article di tulisan saya. R: Oke, lanjut pertanyaan nomor 6. Apakah Bahasa Indonesia sangat berpengaruh saat anda mengggunakan articles dalam tulisan anda? Jelaskan! P4: Ya, sangat berpengaruh kak, karena bahasa asli saya kan Bahasa Indonesia,dalam Bahsa Indonesia kan ga banyak yang make article. Waktu kita nulis Bahasa Inggris, kita cuma mau meng-Inggriskan Bahasa Indonesia gitu lho.


98 R: Oke, lanjut nomor 7. Apakah kesalahan dalam penggunaan articles di tulisan anda karena anda menuliskannya dalam Bahasa Indonesia terlebih dahulu? Jelaskan! P4: Engga kak, mungkin memikirkannya dalam Bahasa Indonesia terlebih dahulu jadi terbawa saat menuliskannya dalam Bahasa Inggris. R: Oke nomor 8. Apakah kesalahan dalam tulisan anda disebabkan karena Anda menggunakan teknik menerjemahkan kata demi kata dari Bahasa Indonesia ke Bahasa Inggris? Jelaskan! P4: Eeee.. mungkin kalo saya sih menerjemahkannya per kalimat ya, tapi kan kadang ada yang kita ga mengerti dalam Bahasa Inggris, misal istilah istilah apa gitu yang saya ga tau, jadi kita terpaksa mengartikannya kata per kata. R: Oke, pertanyaan terakhir dik nomor 9. Apakah kesalahan-kesalahan yang anda buat disebabkan karena Anda merasa bahwa tulisan yang anda buat sudah baik, tanpa melihat apakah tulisan yang anda tulis itu benar atau salah? Jelaskan! P4: Iya kak, mungkin juga begitu karna kita kan sudah berusaha keras untuk menulis itu,jadi kita merasa udah bagus karena itu kan hasil usaha kita sendiri. Kalo ga ada review dari tmn lain juga bisa bikin salah. R: Oke makasih banyak dik buat waktunya. P4: Sama-sama kak.

Participant 5 R: Hai selamat sore dik.. P5: Sore kak. R: Sudah siap ya untuk wawancara? P5: Siap. R:

Pertanyaan

pertama,

apakah

ada

penjelasan

tentang

articles

dan

penggunaannya dalam Bahasa Inggris yang membuat kamu bingung ketika mempelajari tentang materi tersebut? Jelaskan.


99 P5: Ga ada kak, saya lumayan paham dengan articles dan penggunaannya. R: Oke, pertanyaan nomor 2, apakah kesalahan seperti pada saat anda menulis kalimat Bahasa Inggris disebabkan karena Anda membaca buku-buku referensi lain yang menunjang belajar Anda tentang penggunaan articles dan sebenarnya membingungkan bagi anda, tetapi kemudian anda menggunakannya di kalimatkalimat Bahasa Inggris ? Jelaskan! P5: Tidak, karena aku tidak terpancang pada buku, aku ingin melihat kemampuan diri dulu baru melihat buku. R: Oke, lanjut nomor 3, apakah kesalahan pada penggunaan articles dalam tulisan Anda disebabkan karena kurangnya motivasi dalam diri anda untuk meneliti kembali tulisan Anda setelah anda menyelesaikannya seperti di project 1 ini? Jelaskan! P5: Ya, motivasi saya kurang karena karena stamina dan waktu yang saya punya waktu mengerjakan tugas kemarin kurang kak. R: Oke, lanjut pertanyaan nomor 4. Apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena materi tentang articles tidak anda pahami ketika anda mempelajari tentang materi tersebut? Jelaskan! P5: Iya, waktu di kelas structure 1 saya kurang paham soalnya masih belum terbiasa dengan atmosfir belajar di PBI jadi materinya belum ngeh ke otak. R: Oke, lanjut ke nomor 5, apakah kesalahan pada penggunaan articles dalam tulisan anda disebabkan karena Anda tidak tertarik untuk belajar kembali tentang penggunaan articles? Jelaskan! P5: Tidak. Saya tertarik untuk belajar kembali tapi terkendala waktu, menurutku waktu bebas itu sangat berarti di hidupku saat ini. R: Oke, lanjut pertanyaan nomor 6. Apakah Bahasa Indonesia sangat berpengaruh saat anda mengggunakan articles dalam tulisan anda? Jelaskan!


100 P5: Tidak. Aku ga mikir grammar dalam bahasa Indonesia. Itu ak pake kalo kalimatnya terlihat ga logis aja. Kalo menurutku dah bener ya gapapa, kalo ada yang janggal baru ak cari kesalahannya dimana. R: Oke, lanjut nomor 7. Apakah kesalahan dalam penggunaan articles di tulisan anda karena anda menuliskannya dalam Bahasa Indonesia terlebih dahulu? Jelaskan! P5: Tidak pernah pake persiapan seperti itu, kalo aku biasanya bikin mind map dulu baru ak bikin tulisan. R: Oke nomor 8. Apakah kesalahan dalam tulisan anda disebabkan karena Anda menggunakan teknik menerjemahkan kata demi kata dari Bahasa Indonesia ke Bahasa Inggris? Jelaskan! P5: Tidak, untuk anak kuliahan itu terlalu polos apalagi untuk semester 3. R: Oke, pertanyaan terakhir nomor 9. Apakah kesalahan-kesalahan yang anda buat disebabkan karena Anda merasa bahwa tulisan yang anda buat sudah baik, tanpa melihat apakah tulisan yang anda tulis itu benar atau salah? Jelaskan! P5: Ya itu tadi,stamina. Kalo tidak baik jelas tidak baik karna kondisi otak terbebani,mood dan stamina lagi ga baik waktu itu. Jadi tentu saja mempengaruhi. Bukan alasan tapi memang seperti itu keadaannya kemarin. Aku sangat sadar tulisanku belum baik, tapi karna faktor- faktor itu yang membuat aku gak maksimal waktu bikin project 1 kemarin. R: Oke makasih banyak dik buat waktunya. P5: Sama-sama kak.

PLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI PLAGIAT

101 APPENDIX G THE TYPES OF ERRORS AND THEIR EXAMPLES No.

Types of Errors

Article

Examples 1. 2. 3. 4. 5.

1.

Omission

A or An

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Facebook can be disaster if we don’t use it wisely. From all that features, it also has feature to search a song that I want. It can be used for excuse. Opera Mini helps me to download in easy way. This is one of incidents happened because of having acquaintance in Facebook. …we have display picture that can be change… This app is used to help us mount disc image. Disc image is a virtual disc data… This game is very interesting game because… Actually, I usually have relationship from… The message was about invitation to play a character… …Facebook is used as media to express… It causes downside of Facebook… Facebook can be threatening media. Are you smartphone user? First of all, Opera Mini has function as an internet browser. BBM has features on contact-inviting, I need to add the pin of another BBM user… Detik News is Indonesian mass media on internet. …because my phone already has internet application it is menu.

Frequency

Percentage

62

52.10


102 No.

Types of Errors

Article

Examples 20. But, when I downloaded video with Opera Mini… 21. My monthly internet uses quota system… 22. …because it uses desktop version only… 23-24. Well, we all now have application called navigator… 25. Navigator help us to find direction… 26. Despite the advantages of navigator… 27. Imagine if we use navigator while we drive everywhere… 28. When I used navigator on my smartphone… 29. Next, people who use navigator are less-social… 30. In order to use navigator we should buy… 31. …but if I often use navigator… 32. …keep their both eyes staring at small screen… 33. …using 9gag for a couple of hour is terrible mistake… 34. …when I get an information from the internet about son who try to kills his mother… 35. I use smartphone not only for communication… 36. This app is common use and become very popular apps in the world. 37. Beside the positive effects, music player also has negative effect. 38. Although music player is very pleased app, we have to know when to use it. 39-40. Dictionary contains list of words and its meaning. 41. …it will take long time to open… 42. But with electronic dictionary, you just type… 43. I love to use it because it is simpler and faster than book dictionary. 44. Dictionary make me so dependent.

Frequency

Percentage


103 No.

Types of Errors

Article

The

Examples 45. Even dictionary is very useful, we can’t depend on it in our study. 46. The pictures are about film that will be coming soon in cinema. 47. It equipped me to listening songs in easy way. 48-49. There is also has feature for liking or disliking the songs and it shows photo or picture while I play a song. 50. …which is heavy to bring and need large space in my bag. 51. …BBM is easy tool to convey… 52-53. …I can play my own music player by using headset,” said Isna, student from Sanata Dharma University. 54. …it’s better to use e-dictionary. 55. Smartphone will be useless if isn’t supported by applications. 56. Beside positive side of Whatsapp, this app also have negative side. 57. Twitter popular with its hash tag that can be Trending Topic. 58. …make the other have big expectation that actually not to them. 59. Maybe it looks like unimportant app… 60. …we can see that apps is created in good purpose… 61-62. Let’s be a smart person that using smartphone, not a dumb person who using smartphone. 1. I am often asked by riders about where fastest route is. 2. One of artists in Indonesia named Kartika Sari became a victim. 3. This is one of incidents happened because of having

Frequency

Percentage

26

21.84


104 No.

Types of Errors

Article

Examples 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

acquaintance in Facebook. Kartika Sari realized that she was deceited when she transferred some money to wrong person. Beside positive side of Whatsapp,… From the Trending topic we can know about topic that most discuss in this world. I find out that using dictionary application in my gadget is very useful… …I want to talks about benefits and downsides of apps that I use most. Music always encourage me to do next activity. Second, digital dictionary has become my study assistant. As a student of English Language Education Study Program, dictionary become my ‘bible’. The common dictionary is in form of a book. ..although they are in same space. …could be such a terror for some people like mother in that story. …navigator will drain our smartphone battery… I prefer to use Opera Mini than internet menu in my phone… First of all, Opera Mini is faster than internet menu in my phone. It is faster than internet menu in my phone… …I once downloaded a video by internet application of my phone. …Opera Mini that use smaller data than internet menu of my phone. …it automatically uses mobile version. Mobile version uses a simple look… Detik News is Indonesian mass media on internet.

Frequency

Percentage


105 No.

Types of Errors

Article

A or An

2.

Addition

The

Examples 24. Facebook will be one of media for suspect… 25-26. …because the contact is related to phone number in phone storage. 1. It is such a shame for a human dignity where the technology is taking control upon us. 2. I realized that it is a bad behaviour. 3. One more crazy thing is when I get an information from the internet. 4. People seem like a robot who always keep their both eyes starring at a small screen with their thumbs crushing against keypad and screen. 5-6 But do you know about a bad and a good effect of using that apps? 7-8 …people get addict with their gadget which contain an app, so they like a junkies who keep consume the drugs. 9. …and keep throwing an argument to each other. 10. As a user, we must take the benefit of apps …. 1. I often used the Opera Mini for browsing. 2. Dictionary app is like the holy bible for the students nowadays. 3. It also provides information about the traffic. 4. However, I need to input the website address to use the speed dial. 5. The last but not least, I would like to describe about chatting aps. 6. I usually apply data package on my smartphone four gigabytes a month and use the data about … 7. So they like a junkies who keep consume the drugs to make them… 8. In this case, people become dependent on their apps

Frequency

10

16

Percentage

8.40

13.44


106 No.

Types of Errors

Article

Examples 9. 10. 11. 12. 13. 14. 15. 16. 1. 2.

A or An 3.

3.

Misformation

4. The A or An 4.

1.

and try to consume the apps just like the drugs. …to open my favorite apps like 9gag to fill up the free time… Listening to the music can refresh my mind… Thus, when I have a problem by listening to the music I will feel… …if we want to play music while doing the other work. …I will play the music… I play the music to entertain… I also play music and singing the song that I listening to. I play the music when I will go to sleep… Facebook will be a bad apps if you don’t use it wisely. This apps has an advantages in browsing, we call it speed dial. I watch a news about woman harassment on television. Chatting apps is an applications that has a function for communication with others. The son who can’t handle his emotion grabbed fast the dagger and stabbed the mother’s belly. -

Frequency

4

Percentage

3.36

1

0.84

0

0

0

0

119

100

Misordering The

TOTAL

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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